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Cited by 56Education, Achievement, and GiftednessSchool Choice and PerformanceCritical Race Theory in Education

Increasing Teacher Expectations for Student Achievement

Gottfredson, Denise C., Marciniak, Elizabeth M., Birdseye, Ann T., Gottfredson, Gary D.·1995·The Journal of Educational Research
DOI 10.1080/00220671.1995.9941294
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Abstract

This report summarizes a study of a staff development program to reduce disparity in educational achievement across race and sex. Teacher Expectations and Student Achievement (TESA; Kerman, Kimball, & Martin, 1980) was implemented in an elementary school. Achievement test scores, attitudes toward school and self, perceptions of teacher practices, and grade retentions were compared for the 306 students of teachers who volunteered to participate in the experimental program, as well as students in the same school (n = 329) and in a different school (n = 250) whose teachers did not participate. The results differed depending upon which comparison group was used. A small positive effect is implied by the within-school comparison, and a negative effect is implied by the between-school comparison.

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  • Two of the five TESA studies were fully experimental (S. C. Jones, 1990; Kohler, 1987), two were quasi-experimental and included a pre-test (Gottfredson et al., 1995; Warren, 1989), and Kerman (1979) was not described very well but seemed to be at least quasi-experimental and with a pre-test included.

    “Two of the fi ve TESA studies were fully experimental (S. C. Jones, 1990; Kohler, 1987), two were quasi-experimental and included a pre-test (Gottfredson et al., 1995; Warren, 1989), and the study of Kerman (1979) was not described very well, but seemed to be at least quasi-experimental and with a pre-test included.”

    From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Gottfredson et al., 1995

  • Gottfredson et al. (1995) found that the overall intervention effect on reading and math tests for students in Grades 1 to 5 was close to zero.

    “The overall picture of the outcomes on the various tests was that the intervention e ff ect was close to zero (some tests yielded small e ff ects in a positive, some in a negative direction).”

    From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Gottfredson et al. (1995)

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Authors
Gottfredson, D. C., Marciniak, E. M., Birdseye, A. T., & Gottfredson, G. D.
Affiliations
  • University of Maryland, College Park (US)
  • Johns Hopkins University (US)
ORCID
Gottfredson, Denise C.
Venue
The Journal of Educational Research
Publisher
Informa UK Limited
Published
1995-01
Volume
88
Issue
3
Pages
155-163
ISSN
  • 0022-0671 (ISSN-L)
  • 1940-0675
DOI
10.1080/00220671.1995.9941294
OpenAlex
W2007118889
Cited by
56
References
21
Citations by year
2023: 1 · 2022: 3 · 2020: 1 · 2019: 4 · 2018: 4 · 2016: 1 · 2015: 2 · 2014: 3 · 2013: 2 · 2012: 5
FWCI
1.29
Type
journal article
Language
en
Open access
closed
Locations
The Journal of Educational Research (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Keywords
teacher expectations, academic performance, employee development, achievement gap, elementary school, achievement test scores, attitudes toward school, school retention

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