Teachers expectations influence educational achievement

Scientific Evidence Platform Scientific evidence Teachers expectations influence educational achievement
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According to Flanagan, Cormier and Bulut (2020) “Teacher expectations affect students’ academic performance-high expectations are associated with higher academic performance and low expectations are associated with lower academic performance”. What do you think about it?

REFERENCE

https://link.springer.com/article/10.1007/s11218-020-09590-y

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ZAIDA MAS ORTEGA

Estoy totalmente de acuerdo.

Esto me recuerda al efecto Pigmalión o profecia autocumplida, esto es una expectativa que incita a las personas a actuar en formas que hacen que la expectativa se cumpla. Es decir los resultados finales acaban siendo el espejo de lo que esperamos de nuestros alumnos y alumnas de antemano.

Las investigaciones de Robert Manzano y otros investigadores han constatado que cuando esperamos mucho de nuestro alumnado, les tratamos de forma diferente. Les preguntamos con más frecuencia, les damos más tiempo para responder y les dejamos explicar sus respuestas.

Por tanto, motivamos más, aumentamos las interacciones en cantidad, calidad y frecuencia, y con ello aumentamos los resultados, ya que se mantiene activo y despierto al alumnado, protagonista y autor de sus propios aprendizajes.

Debemos tener máximas expectativas para obtener los mejores resultados, sin caer en prejuicios por razón de sexo, situación social, económica o necesidades individuales, porque solo así conseguiremos lo mejor de cada uno y una de nuestras alumnas.

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Gontzal Uriarte

Mi hermano mayor me dijo cuando era pequeño que yo tenía alma de profesor. ¿Casualidad?, soy profesor.

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Gontzal Uriarte

This article tests how the expectations of teachers with certain gender biases generate negative reading results for boys compared to girls.

Reading is for girls!? The negative impact of preschool teachers’ traditional gender role attitudes on boys’ reading related motivation and skills
https://www.frontiersin.org/articles/10.3389/fpsyg.2015.01267/full

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Gontzal Uriarte

Does nationality matter? The impact of stereotypical expectations on student teachers’ judgments
In Germany, Turkish students are overrepresented on lowest school tracks. Research has provided evidence that stereotypical expectations can color judgments. We experimentally investigated whether student information that strongly confirmed or disconfirmed Turkish stereotypical expectations led to student teachers’ judgments that were biased against nationality. Furthermore, we explored whether judging an expectation-confirming or expectation-disconfirming Turkish student resulted in changes in stereotypical beliefs. Results showed that student teachers’ judgments were biased against nationality when it came to an expectation-confirming student and that the expectation-disconfirming student could change stereotypical beliefs into slightly more positive ones. Results are discussed with regard to their theoretical relevance as well as to their importance for teacher education.

https://link.springer.com/article/10.1007/s11218-012-9197-z

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Gontzal Uriarte

Expecting the best for students: Teacher expectations and academic outcomesChristine Rubie‐Davies, John Hattie, Richard Hamilton.

Results. Teachers’ expectations for students in reading were significantly higher than actual achievement for all ethnic groups other than Maori. Maori students’ achievement was similar to that of the other groups at the beginning of the year but, by the end of the year, they had made the least gains of all groups.
Conclusions. Sustaining expectation effects are one explanation for Maori students’ limited progress. For Pacific Island, Asian and New Zealand European students, positive self‐fulfilling prophecies may be operating. Future research could investigate the learning opportunities provided to these ethnic groups and the relationship of these to teachers’ expectations.

https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1348/000709905X53589

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Marc

Totalmente de acuerdo.

Hay muchos temas relacionados con el aprendizaje, desde la motivación, las formas de evaluación, etc, pero uno de los más importantes es el relacionado con las expectativas que tienen los profesores con sus alumnos, y es que los profesores enseñan más cosas a los alumnos sobre los que tienen más expectativas. Esto tiene que ver con el efecto Pigmalión.

El mito de Pigmalión, proviene de un antiguo rey de Chipre el cual era un hábil escultor. Este esculpió una figura con tanta dedicación, perfección y belleza que se enamoró de ella. Se ha definido como ‘efecto Pigmalión’ el proceso mediante el cual las creencias y expectativas de una persona respecto a otra afecta a la conducta de la segunda.

Por lo tanto, creemos que las expectativas que los profesores tienen sobre sus alumnos afecta en un porcentaje muy alto a sus éxitos estudiantiles.

http://scielo.isciii.es.sire.ub.edu/scielo.php?script=sci_arttext&pid=S2014-98322016000100002&lng=en&tlng=en&SID=C2tdmewJYNXpE7LkeC9

http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S2007-50572013000100007

https://link-springer-com.sire.ub.edu/content/pdf/10.1007/s10566-021-09601-9.pdf

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