The Contribution of Achievement, Pupil Characteristics, Teacher Attitudes and Classroom Interaction to Teacher Expectations

Abstract

176 p.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985.

The purpose of this study is to investigate the influence of pupils' prior mathematics achievement, verbal ability (reading achievement), demographic and personality characteristics, family background, teacher attitudes and classroom interaction on teacher expectations and mislabelling. A model was proposed suggesting linkages between the antecedent variables and teacher expectations.

The subjects were four grade 4 teachers and their classes (total 70 children) in two inner-city schools in an Eastern Illinois city. Data collection took place in February during the Spring semester.

Teacher expectations were represented by teachers' ranking of children on expected achievement in mathematics. The concept of mislabelling was defined as over- or under-estimations of pupil achievement in mathematics. Prior achievement in mathematics and reading were measured by the Stanford Achievement Test at the beginning of the school year. Pupils' self-report personality characteristics were obtained using the Children's Personality Questionnaire. Pupils also completed a sociometric questionnaire on their classmates' ability to work well and pay attention. Teacher attitudes towards children were measured using scales of attachment, concern, familiarity (indifference) and rejection. Mathematics lessons were observed over a continuous period of two weeks using the Brophy-Good dyadic interaction system.

Correlations, chi-square analyses, t-tests, regression analyses and commonality analyses produced the following results: (1) There were groups of children who were over- and under-estimated in achievement by teachers. (2) Mislabelling was significantly predicted by pupils' verbal ability, pupil characteristics and teacher-pupil interaction. (3) Groups of mislabelled children differed significantly on several dimensions. Children who were over-estimated in achievement were dull, obedient, dependent and conforming, whereas children who were under-estimated were dominant, assertive, independent and self-reliant. These groups of children also differed significantly, on several measures of teacher-pupil interaction, e.g., over-estimated children received more public contacts and more positive contacts in both public and private situations. (4) Teacher expectations were significantly predicted by pupil characteristics, teacher attitudes and classroom interaction. Mathematics achievement was not a significant predictor.

These results were reviewed in the light of previous research into teacher expectations. The implications of the findings for classroom teaching and teacher education were discussed and some suggestions for further research were presented.