Teacher expectancy (TE) refers to the inferences that teachers make about academic achievement, and future career choice of their students, it is a teacher level variable, and it mediates the teacher-student interaction. I hypothesize that the TE impacts the distribution of learning opportunities in 8th grade mathematics classes. So, I investigate…

My goal with this study is to understand the role school academic grading policies play in shaping teacher expectations for students. In the cooperating district, the newly adopted grading policies address the frequency of grades inputted, the weighting of the grades, the required types of assignments, and the various timeline requirements for…

Informed by multiple theoretical perspectives pertaining to academic procrastination, this investigation examined multilevel models aimed to predict homework procrastination using the data from 1,072 middle schoolers in China. Our model incorporated student gender, homework motivation, homework approach, homework behavior, and time allocated to…

Background: The achievement goals set by parents and teachers play a crucial role in shaping students' personal goal orientation and academic performance. Previous studies have revealed discrepancies between achievement goals set by parents and teachers. However, limited research has examined how the congruence of perceived parents' and teachers'…

Many aspects of a student teacher's clinical year help determine their success in the future. Understanding the lived experiences of both cooperating teachers and student teachers is essential to understanding the dynamics of that relationship and how district-university partnerships foster an environment of mentoring and support. This study aims…

Within gifted education, discourse-based instructional methods, such as Socratic Seminars, are identified as strategies to support the development of gifted and advanced readers' critical thinking skills. While research on dialogic discourse has centered on key components such as discourse patterns and the types of questions teachers ask, the…

Teacher expectations have been researched for five decades. However, the question of whether or not expectations are stable or not over time has been infrequently investigated. Further, studies of stability have generally not controlled for achievement and expectations may be stable because achievement is stable. The current study investigated the…

African American males often struggle with reading motivation and reading achievement. The problem addressed in this research study was that low reading motivation in African American males is associated with low scoring on standardized and summative reading assessments. The purpose of this qualitative case study was to explore the reading…

The following mixed methods research describes the impact of nineteen students who were given the opportunity to take honors mathematics courses during high school after previously being tracked into grade level courses in middle school. Quantitative results showed significant increases in students' standardized state test scores when moved to the…

This study aimed to explore and compare individual student-level and teacher-level teacher expectation effects on student academic achievement in the Chinese junior high school context. The participants were 50 teachers and their 1199 students from 10 junior high schools. With differences in student baseline achievement controlled, hierarchical…

Two developments in teacher expectation research formed the basis for the current study. First, researchers have begun investigating the self-fulfilling prophecy effects of teacher expectations on a variety of psycho-social outcomes in addition to the effects on academic achievement. Second, researchers have started to realize that some groups of…

Purpose: Teachers' ability attributions play an important role in students' educational outcomes. Perceptions of academic abilities, however, are subject to biases. This study aims to examine ethnic biases in homeroom teachers' ability attributions in Hungarian primary schools. Design/methodology/approach: Using a unique database combining survey…

Questioning is recognised as a well-established aspect of good mathematics teaching, and this study draws on this instructional practice to provide multilingual learners high-level mathematics, discourse, and cognitively demanding mathematics. Three seventh grade mathematics teachers engaged in professional learning to develop their questioning…

Teacher expectations and judgments about student capabilities are predictive of student achievement, yet such judgments may be influenced by salient dimensions of student identity and invite biases. Moreover, ambitious math teaching may also invite teacher biases due to the emphasis on student-generated inputs and ideas. In this pre-registered…

Background: Weight bias is a pervasive problem for adolescents in school contexts. Despite evidence of negative attitudes towards students who are overweight, comparatively little research has examined whether teachers provide biased assessments of student work. Aims: The purpose of this study was to experimentally test whether middle and high…