Teachers' communication of differential expectations for children's classroom performance: Some behavioral data
Brophy and Good observed four first-grade classrooms in a Texas school district. In each, the teacher ranked pupils by achievement and observers followed three boys and three girls from the top and the bottom of the list, forty-eight children in all, across four observation days per class. Teachers were more likely to repeat or rephrase a question or give a hint after a pupil ranked high failed to answer, and more likely to give the answer or turn to another child after a pupil ranked low failed. Correct answers from pupils ranked high were praised more often. The direction held in all four classes with the size varying. The study recorded behaviour and did not follow achievement forward.
Brophy and Good observed four first-grade classrooms in a Texas school district. In each, the teacher ranked pupils by achievement and observers followed three boys and three girls from the top and the bottom of the list, forty-eight children in all, across four observation days per class. Teachers were more likely to repeat or rephrase a question or give a hint after a pupil ranked high failed to answer, and more likely to give the answer or turn to another child after a pupil ranked low failed. Correct answers from pupils ranked high were praised more often. The direction held in all four classes with the size varying. The study recorded behaviour and did not follow achievement forward.
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Brophy, J. E., & Good, T. L. (1970). Teachers' communication of differential expectations for children's classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365-374. doi:10.1037/h0029908 https://doi.org/10.1037/h0029908