Teachers' communication of differential expectations for children's classroom performance: Some behavioral data
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Empirical research shows that not all students engage in classroom talk to the same extent.
“Empirical research shows that not all students engage in classroom talk to the same extent.”
From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as Brophy and Good (1970)
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Toward a Theory of Culturally Relevant Pedagogy
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Self-fulfilling prophecies: A theoretical and integrative review
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Redding, C. (2019) · Review of Educational Research · doi:10.3102/0034654319853545 · Cited by 453 · see citing works
A systematic review of the teacher expectation literature over the past 30 years
Wang, S., Rubie-Davies, C. M., & Meissel, K. (2018) · Educational Research and Evaluation · doi:10.1080/13803611.2018.1548798 · Cited by 259 · see citing works
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Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R. (2015) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.03.003 · Cited by 222 · see citing works
Sedova, K., Sedlacek, M., Svaricek, R., Majcik, M., Navratilova, J., Drexlerova, A., Kychler, J., & Salamounova, Z. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101217 · Cited by 146 · see citing works
de Boer, H., Timmermans, A. C., & van der Werf, M. P. C. (2018) · Educational Research and Evaluation · doi:10.1080/13803611.2018.1550834 · Cited by 144 · see citing works
Effects of sugar ingestion expectancies on mother-child interactions
Hoover, D. W., & Milich, R. (1994) · Journal of Abnormal Child Psychology · doi:10.1007/bf02168088 · Cited by 56 · see citing works
Increasing Teacher Expectations for Student Achievement
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Experienced teachers: Their constructs of effective teaching
Covino, E. A., & Iwanicki, E. F. (1996) · Journal of Personnel Evaluation in Education · doi:10.1007/bf00125499 · Cited by 42 · see citing works
Schenke, K., Nguyen, T., Watts, T. W., Sarama, J., & Clements, D. H. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000165 · Cited by 34 · see citing works
Eliminating the Racial Disparity in Classroom Exclusionary Discipline
Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. (2015) · Journal of Applied Research on Children: Informing Policy for Children at Risk · doi:10.58464/2155-5834.1212 · Cited by 26 · see citing works
- Authors
- Brophy, J. E., & Good, T. L.
- Venue
- Journal of Educational Psychology
- Published
- 1970-10
- Volume
- 61
- Issue
- 5
- Pages
- 365-374
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2019187285
- Cited by
- 922
- References
- 0
- Citations by year
- 2026: 9 · 2025: 10 · 2024: 21 · 2023: 17 · 2022: 23 · 2021: 25 · 2020: 66 · 2019: 33 · 2018: 36 · 2017: 22 · 2016: 25 · 2015: 21 · 2014: 28 · 2013: 21 · 2012: 17
- FWCI
- 37.81
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- teacher expectations, classroom performance, teacher behavior, behavioral data
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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