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Associate Professor and Area Coordinator for Research Methodology, Dept. of Psychoeducational Studies
H. Cooper, J. Burger (1980)
How Teachers Explain Students’ Academic Performance: A Categorization of Free Response Academic AttributionsAmerican Educational Research Journal, 17
Carl Braun (1973)
Johnny Reads the Cues: Teacher Expectation.The Reading Teacher
H. Cooper, R. Baron (1979)
Academic Expectations, Attributed Responsibility, and Teachers' Reinforcement Behavior: A Suggested Integration of Conflicting Literatures.Journal of Educational Psychology, 71
H. Cooper (1979)
Pygmalion Grows Up: A Model for Teacher Expectation Communication and Performance InfluenceReview of Educational Research, 49
M. Rappaport, H. Rappaport (1975)
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(1980)
How teachers explain students' academic performance: A categorization of free attributions
L. Meeth (1972)
Expanding Faculty Support for Underachievers.Junior College Journal
Virginia Means, J. Moore, E. Gagné, W. Hauck (1979)
The Interactive Effects of Consonant and Dissonant Teacher Expectancy and Feedback Communication on Student Performance in a Natural School SettingAmerican Educational Research Journal, 16
M. Hecht, Irene Strum (1974)
The Self-Fulfilling Prophecy: An Adaptation.
This study investigated self- and teacher expectancy effects on the academic achievement of a group of special students. The sample consisted of 172 male and female freshmen enrolled in an academic reinforcement program. Teacher expectations were manipulated by providing lists purporting to indicate students who were likely to improve in performance. The self-expectation condition was established by sending letters to students informing them that they were likely to do well. The results indicated significant self-expectancy main effects on achievement as measured by grade point average in liberal arts courses as well as significant teacher expectancy and self-expectancy interaction effects on this same measure of achievement. Teacher expectancy differences were not significant, and those small differences that existed favored the group for whom teachers had not been given any expectancy information.
American Educational Research Journal – SAGE
Published: Jun 24, 2016
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