A teacher expectation intervention: Modelling the practices of high expectation teachers
Rubie-Davies and colleagues randomly assigned 84 teachers to workshops on practices of high-expectation teachers or to a control group, and over a year pupils of the workshop teachers improved more in mathematics.
Rubie-Davies and colleagues randomly assigned 84 teachers to workshops on practices of high-expectation teachers or to a control group, and over a year pupils of the workshop teachers improved more in mathematics.
Written from the abstract record, carried from Why We article #236.
What our sources record
Recorded when this source was checked, figures included, with page references and quotation marks removed.
Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R. (2015). A teacher expectation intervention: Modelling the practices of high expectation teachers. Contemporary Educational Psychology, 40, 72-85. doi:10.1016/j.cedpsych.2014.03.003 https://doi.org/10.1016/j.cedpsych.2014.03.003