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Cited by 222Education, Achievement, and GiftednessSchool Choice and PerformanceEarly Childhood Education and Development

A teacher expectation intervention: Modelling the practices of high expectation teachers

Rubie-Davies, Christine M., Peterson, Elizabeth R., Sibley, Chris G., Rosenthal, Robert·2015·Contemporary Educational Psychology
DOI 10.1016/j.cedpsych.2014.03.003
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Crossref · 10.1016/j.cedpsych.2014.03.003

Cites

54 of 54 references verified0 citation errors · 0 not checkable

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  • Studies in which teacher support was deliberately enhanced by enabling teacher collaboration in the intervention programme and design noticed that this contributed to the intervention's effectiveness.

    “Studies in which teacher support was deliberately enhanced by enabling teacher collaboration in the intervention programme and design noticed that this contributed to the intervention ' s e ff ectiveness (Dworkin, 1979; Good & Brophy, 1974; Rubie-Davies et al., 2015; Weinstein et al., 1991).”

    From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Rubie-Davies et al., 2015

  • An intervention study by Rubie-Davies, Peterson, Sibley, and Rosenthal (2015) showed that a focus on high overall expectations for all students might be a promising route.

    “An intervention study by Rubie-Davies, Peterson, Sibley, and Rosenthal (2015) showed that a focus on high overall expectations for all students might be a promising route.”

    From Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement (2020) · cites this paper as Rubie-Davies, Peterson, Sibley, and Rosenthal (2015)

  • After the intervention program, students taught by teachers from the intervention group had gained more competencies in mathematics over the year than students from the control group.

    “After the intervention program, the students who were taught by teachers from the intervention group had gained more competencies in mathematics over the year than the students from the control group.”

    From Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement (2020) · cites this paper as Rubie-Davies, Peterson, Sibley, and Rosenthal (2015)

  • Rubie-Davies et al. (2015) found that at the end of the school year, the experimental students had higher maths gains compared with the control group, but not higher reading gains.

    “At the end of the school year, the experimental students had higher maths gains compared with the control group, but not higher reading gains.”

    From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Rubie-Davies et al. (2015)

  • Teachers had implemented the intervention to a higher degree in mathematics lessons than in reading lessons because teachers found this was easier.

    “It appeared that teachers had implemented the intervention to a higher degree in the mathematics lessons than in the reading lessons, because teachers found this was easier.”

    From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Rubie-Davies et al. (2015)

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Authors
Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R.
Affiliations
  • University of Auckland (NZ)
  • University of California, Riverside (US)
Corresponding author
Rubie-Davies, Christine M.
ORCID
Venue
Contemporary Educational Psychology
Publisher
Elsevier BV
Published
2015-01
Volume
40
Pages
72-85
ISSN
0361-476X (ISSN-L)
DOI
10.1016/j.cedpsych.2014.03.003
OpenAlex
W1979367549
Cited by
222
References
59
Citations by year
2026: 11 · 2025: 21 · 2024: 12 · 2023: 18 · 2022: 15 · 2021: 29 · 2020: 51 · 2019: 20 · 2018: 15 · 2017: 11 · 2016: 11 · 2015: 4 · 2014: 3
FWCI
13.45
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Contemporary Educational Psychology (publishedVersion)
  • ResearchSpace (University of Auckland) (submittedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
teacher expectations, Pygmalion effect, teacher professional development, teaching methods, mathematics achievement, intervention fidelity, teacher workshops

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