Expectations and high school change: Teacher‐researcher collaboration to prevent school failure
Abstract
Describes the multilevel outcomes of a collaborative preventive intervention for ninth-graders at risk for school failure using qualitative and quasi-experimental methods. Teachers, administrators, and researchers implemented innovative practices communicating positive expectations for low-achieving adolescents in their transition to high school. Changes were made in the practices of curriculum, grouping, evaluation, motivation, student responsibility, and relationships (in the classroom, with parents, and in the school). Both implementation and evaluation evolved as a function of collaboration. Change was promising but not uniform. Project teachers became more positive about students and colleagues, expanded their roles, and changed school tracking policies. The 158 project students, in contrast to the 154 comparison students showed improved grades and disciplinary referrals post-intervention and increased retention in school 1 year later, but their absences rose and improved performance was not maintained. The implications of this analysis for school-based interventions and its evaluation are discussed.
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In Weinstein et al. (1991), the comparison sample was drawn from a comparable group of students in the two cohort years prior to the intervention, and a pre-test was included to control for initial differences.
“In the study of Weinstein et al., the comparison sample was drawn from a comparable group of students in the two cohort years prior to the intervention. A pre-test was included to control for initial di ff erences.”
From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Weinstein et al. (1991)
Dworkin (1979), Timperley and Phillips (2003), and Weinstein et al. (1991) all found positive effects of their interventions on teacher expectations.
“Dworkin (1979), Timperley and Phillips (2003), and Weinstein et al. (1991) all found positive e ff ects of their interventions on teacher expectations”
From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Weinstein et al. (1991)
Timperley and Phillips (2003) and Weinstein et al. (1991) found positive effects on student achievement.
“and the last two found positive e ff ects on student achievement as well.”
From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Weinstein et al. (1991)
Weinstein et al. (1991) and Timperley and Phillips (2003) reported positive effects of their interventions on teacher expectations as well as on student achievement.
“Weinstein et al. (1991) and Timperley and Phillips (2003) reported positive e ff ects of their interventions on the teacher expectations (as described above), as well as on student achievement.”
From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Weinstein et al. (1991)
Weinstein et al. (1991) narrative records indicated that the intervention affected teachers' general expectations by changing teachers' focus from students' deficits to students' capabilities.
“Narrative records of the project meetings indicated that the intervention a ff ected teachers ' general expectations as it changed the teachers ' focus from students ' de fi cits to students ' capabilities.”
From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Weinstein et al. (1991)
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References 43 · Cited by 138
- Authors
- Weinstein, R. S., Soul#x00F9;, C. R., Collins, F., Cone, J., Mehlhorn, M., & Sintontacchi, K.
- Affiliations
- University of California, Berkeley (US)
- Los Angeles Unified School District (US)
- Corresponding author
- Weinstein, Rhona S.
- ORCID
- Weinstein, Rhona S.
- Venue
- American Journal of Community Psychology
- Publisher
- Wiley
- Published
- 1991-06
- Volume
- 19
- Issue
- 3
- Pages
- 333-363
- ISSN
- 0091-0562 (ISSN-L)
- 1573-2770
- OpenAlex
- W1571503580
- Cited by
- 138
- References
- 43
- Citations by year
- 2024: 2 · 2023: 3 · 2022: 3 · 2021: 3 · 2020: 39 · 2019: 4 · 2018: 2 · 2017: 1 · 2016: 1 · 2014: 1 · 2013: 2 · 2012: 4
- FWCI
- 10.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Community Psychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- teacher-researcher collaboration, school failure prevention, ninth grade students, positive expectations, transition to school, educational tracking, student motivation, student responsibility, parental involvement, student discipline, student retention, school absenteeism, school-based intervention, intervention evaluation
- MeSH terms
- Adolescent, Combined Modality Therapy, Communication, Humans, Learning Disabilities, Male, Motivation, Remedial Teaching, Risk Factors, Set, Psychology, Social Environment, Teaching, Underachievement
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