Expectancy Effects in the Classroom: A Special Focus on Improving the Reading Performance of Minority Students in First-Grade Classrooms

By T. Good, S. Nichols. 2001

125 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/adc1f4ac4237d452af2d335712417c534eb50be1

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Citations in the corpus

Self-fulfilling prophecy: How teachers' attributions, expectations and stereotypes influence the learning opportunities afforded Aboriginal students (2012, background): “After having attended the Teacher Expectations and Student Achievement Program in Los Angeles, educational researchers Good & Nichols (2001) observed that what teachers reported as useful was having the opportunity to see other teachers achieving positive results with students perceived as being…”
Altering the Trajectory of the Self-Fulfilling Prophecy (2017, background): “…“distinguishing knowledge from belief is a daunting undertaking” (Pajares, 1992, p. 309), teacher expectancies have been defined as “inferences (based on prior experiences or information) about the level of student performance that is likely to occur in the future” (Good & Nichols, 2001, p. 113).”
A teacher expectation intervention: Modelling the practices of high expectation teachers (2015, background): “…expectations for student success are important because they are deemed to have a self-fulfilling prophecy effect such that, when teachers have high expectations for student achievement they interact with their students in ways that cause their expectations to become realized (Good & Nichols, 2001).”
Educational Psychology, Social Constructivism, and Educational Practice: A Case of Emergent Identity (2001, methodology): “Laboratory research on artificially created expectation effects was applied to classrooms to see if teachers naturally formed expectations for students and, if so, if these expectations differentially organized teacher behavior and subsequent student identity (see Good & Nichols, 2001).”
Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity (2007, background): “For example, studies of the Pygmalion effect or self-confirming bias indicate that teachers' preconceptions of student traits and abilities are better predictors of subsequent evaluations than actual classroom performance ( Good & Nichols, 2001 ; Rosenthal, 2002 ).”