Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies
Jussim and Harber review teacher expectation research. They put the whole-school average difference in the Oak School study at about four IQ points, describe classroom expectancy effects as typically small and not usually accumulating, note they may be larger for some groups of pupils, and observe that expectations may predict outcomes partly because they are accurate.
Jussim and Harber review teacher expectation research. They put the whole-school average difference in the Oak School study at about four IQ points, describe classroom expectancy effects as typically small and not usually accumulating, note they may be larger for some groups of pupils, and observe that expectations may predict outcomes partly because they are accurate.
Written from the carried from Why We article #236, where figures were checked against the paper.
What our sources record
Recorded when this source was checked, figures included, with page references and quotation marks removed.
Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131-155. doi:10.1207/s15327957pspr0902_3 https://doi.org/10.1207/s15327957pspr0902_3