The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Changing Teachers' Negative Expectations
Abstract
The purpose of my study was to examine the effects of a shortrange interactive process, involving teacher and child, on changing the teacher's negative expectations of a child to positive ones. This interactive process involved a demonstration of teaching strategies, the selection of curricular priorities, and a planning session with teachers, which all related to the performance of children experiencing difficulties in the classroom. The motivating factors for the process (hereafter referred to as the demonstration planning system*) were the growing failure rates in our public school system (Schain 1972), and the increasing number of children identified as learning disabled or educationally vulnerable.
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In the citing paper
“After 3 weeks of practising, teachers ' expectations of students ' performance and behaviour had increased more in the experimental group than in the control group.”
From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Dworkin (1979)
In the citing paper
“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 Dworkin (1979)
In the citing paper
“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 Dworkin, 1979
In the citing paper
“Dworkin found no positive e ff ect 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 Dworkin (1979)
In the citing paper
“Dworkin (1979) was one of the (fully experimental) studies fi nding no e ff ect of her intervention on student achievement, but she did fi nd positive changes in teacher expectations, as described above.”
From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Dworkin (1979)
Citations
Cites
Rosenthal, R., & Jacobson, L. (1968) · The Urban Review · doi:10.1007/bf02322211 · Cited by 3,878
Research works printed but not linked: 19
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- 10.1037/h0043820 · DOI
- Clark, K. B., 1963, Education in depressed areas
- Dworkin, Y. S., and Dworkin, N. W. 1974. Teacher planning: a function of management. Proceedings, fifth annual interdisciplinary conference on structural learning. Research Institute, pp. 135–139.
- Fineman, S., 1971, Psychology at work
- Freund, J. E., 1967, Modern elementary statistics
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- Jastrow, J., 1900, Facts and fable in psychology, 10.1037/10919-000 · DOI
- Kagan, J., 1974, New York Times Annual Education Review, 57
- Likert, R., 1932, Archives of Psychology, 140, 1
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- Newcomb, T. M., 1965, The social psychology: the study of human interaction
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- Pitt, C. C. V., 1956, An experimental study of the effects of teachers' knowledge or incorrect knowledge of pupils' IQ on teachers' attitude and achievement
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Cited by
Sorted by citations
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
Metadata
- Authors
- Dworkin, N. E.
- Affiliations
- Temple University (US)
- Corresponding author
- Dworkin, Nancy E.
- Venue
- Academic Therapy
- Publisher
- SAGE Publications
- Published
- 1979-05
- Volume
- 14
- Issue
- 5
- Pages
- 517-531
- ISSN
- 0001-396X (ISSN-L)
- OpenAlex
- W2053442431
- Cited by
- 5
- References
- 1
- Citations by year
- 2018: 1
- FWCI
- 0.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Intervention in School and Clinic (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Keywords
- teacher expectations, negative expectations, teacher-child interaction, teaching methods, learning disabilities, classroom difficulties, teacher professional development
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