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Raising teacher expectations, changing beliefs and enhancing student achievement: An intervention study
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Abstract of the thesis
This report documents the results of the first year of the Teacher Expectation Project, an interfaculty University of Auckland research study funded by a Marsden Fast-Start Grant and by the Cognition Institute. The TEP research project seeks to evaluate for the first time whether teacher expectations for all students can be raised experimentally and then sustained. Teacher expectations are ideas teachers hold about the potential achievement of students. They are important as they determine the level and types of instruction teachers plan for students and can have an impact on student outcomes. The study aims to measure the effects of raised teacher expectations on student academic and social outcomes.
Raising teacher expectations, changing beliefs and enhancing student achievement: An intervention study
A broadly representative sample of 85 teachers and their 2557 students comprised the participants in the study. Intervention teachers attended four workshops at the beginning of 2011 and met with the researchers at two further intervals during the year. They were videoed twice, before the intervention and then again later in the year. All teachers and students completed questionnaires at the beginning and end of the year. In addition, teachers completed an expectation survey at the beginning and middle of the year and students completed an e-asTTle reading and maths test at the beginning, middle and end of the year although only beginning and end of year results for e-asTTle will be reported.
Researcher of the Thesis
- The Teacher Expectation Project
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