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Changing and sustaining teachers’ expectations through professional development in literacy
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Timperley and Phillips (2003) questionnaire indicated that teachers' expectations had increased.
“A questionnaire, fi lled in by teachers prior to and at the end of the programme, indicated that teachers ' expectations had increased.”
From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Timperley and Phillips (2003)
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 Timperley and Phillips (2003)
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 Timperley and Phillips (2003)
Timperley and Phillips contrasted the student achievement of the intervention group with a comparison group, but did not control for pre-test differences.
“Timperley and Phillips contrasted the student achievement of the intervention group with a comparison group, but they did not control for pre-test 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 Timperley and Phillips (2003)
Timperley and Phillips (2003) interviews revealed that improved reading achievement of students as a result of the programme seemed to be the reason teachers increased expectations about the progress low-SES students could make in their first year of school.
“Interviews with the teachers revealed that the improved reading achievement of the students as a result of the programme seemed to be the reason why teachers actually had increased teacher expectations about the progress low-SES students could make in their fi rst year of school.”
From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Timperley and Phillips (2003)
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 Timperley and Phillips (2003)
Timperley and Phillips (2003) and Smith (2007) were able to create teacher support for the intervention by making very clear to the teachers that also (particular groups of) students of these teachers were able to reach certain educational levels.
“Timperley and Phillips (2003) and Smith (2007) were able to create teacher support for the intervention by making very clear to the teachers that also (particular groups of) students of these teachers were able to reach certain educational levels”
From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Timperley and Phillips (2003)
Citations
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References 21 · Cited by 140
Research works printed but not linked: 9
- Butler, 1995, Feedback and self-regulated learning, Review of Educational Research, 65, 245, 10.3102/00346543065003245 · DOI · Paper page
- Carver, 1990, Origins and functions of positive and negative affect, Psychological Review, 97, 19, 10.1037/0033-295X.97.1.19 · DOI · Paper page
- Chinn, 1993, The role of anomalous data in knowledge acquisition, Review of Educational Research, 63, 1, 10.3102/00346543063001001 · DOI · Paper page
- Education Review Office. (1996). Improving schooling in Mangere and Otara. Wellington, NZ: Education Review Office.
- Graham, 1995, Effects of goal setting and procedural facilitation on the revising behaviour and writing performance of students with writing and learning problems, Journal of Educational Psychology, 87, 230, 10.1037/0022-0663.87.2.230 · DOI
- Knudson, 1992, Analysis of argumentative writing at two grade levels, Journal of Educational Research, 83, 169, 10.1080/00220671.1992.9944434 · DOI
- Reynolds, 1996, Views of knowledge acquisition and representation, Educational Psychology, 31, 93, 10.1207/s15326985ep3102_1 · DOI
- Schutzwohl, 1998, Surprise and schema strength, Journal of Experimental Psychology: Learning, Memory and Cognition, 24, 1182, 10.1037/0278-7393.24.5.1182 · DOI
- Weinstein, 1991, Expectations and high school change, American Journal of Community Psychology, 19, 1, 10.1007/BF00938027 · DOI · Paper page
Metadata
- Authors
- Timperley, H. S., & Phillips, G.
- Affiliations
- University of Auckland (NZ)
- Corresponding author
- Timperley, Helen S
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2003-08
- Volume
- 19
- Issue
- 6
- Pages
- 627-641
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W1966871539
- Cited by
- 140
- References
- 21
- Citations by year
- 2026: 5 · 2025: 4 · 2024: 1 · 2023: 6 · 2022: 7 · 2021: 6 · 2020: 5 · 2019: 7 · 2018: 9 · 2017: 10 · 2016: 9 · 2015: 6 · 2014: 5 · 2013: 10 · 2012: 12
- FWCI
- 9.73
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching and Teacher Education (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › School Choice and Performance
- Keywords
- teacher expectations, low-income communities, teacher self-efficacy, reading instruction, academic performance, teacher beliefs
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