For the past decade in Connecticut, public school students have been tested in the fall of grades 4, 6, and 8, and results have been attributed to the school in which students are tested. Some Connecticut elementary schools end at grade 5 (Type I) and some continue to grade 6 or 8 (Type II). Grade 6 results are reported for Type II schools but not…

This study used data from the National Education Longitudinal Study (NELS) to look at the influences on choice of college for students who applied for financial aid and those who did not apply. Logistic regression was used to assess how background characteristics, academic predictors, and expectations were related to the selection of a four-year…

This paper examines the relationship between high-school examinations and university expectations for a well-prepared student. Its purpose is to explore the alignment between state, standards-based assessment systems and the expectations students face once they undertake university studies. It uses a proven methodology for analyzing the congruence…

This paper describes a survey of teachers trained in Teacher Expectations and Student Achievement (TESA) interactions, a behavior change program based on expectation theory. It teaches 15 interactions by clustering them into five units of three behaviors. Each unit has an interaction designed to improve student academic achievement, provide…

This book is a comprehensive guidebook that shows K-6 teachers how to structure the first 6 weeks of school in order to lay the groundwork for a productive year of learning. The book features: (1) daily plans for the first 3 weeks and commentary about these plans at three grade levels: primary (K-2), middle (3-4), and upper (5-6); (2) detailed…

This paper examines the decision-making process in retaining a student and the empirical effects of such decisions within an economic framework. The article models the decision to retain a child as a parental decision in which a parent holds a child back because the benefit of retention is higher expected earnings. The costs of retention include…

Elementary school counselors were given identical descriptions of a child presenting typical school behavior problems with only the designated social class being varied. Counselors were then asked to rate the severity of the problem, to give a prognosis, and to make management recommendations to teacher and parents. The results provided further…

Empirical findings on effects of teacher preconceptions of pupils' abilities on student performance are complex and contradictory. Some of the contradictions can be resolved by considering variables intervening between an expectancy manipulation (induced in the teacher by information provided by the investigator) and the evaluation of the…

This study, which attempts to evaluate the assessment of various forms of social behavior by teachers and college students, is an extension of an earlier investigation (Stanton 1973). (Author)

The studies described here were executed to explore and verify the conjecture that teachers' expectations are likely to be systematically associated with implicit stereotyped perceptions of names, and these stereotypical expectations may in turn be reflected in teachers' subjective evaluation of student products and performance. (Author/RK)

This study represents an attempt to construct and collect preliminary validity data for a children's interpersonal trust scale. (Author)

The present study has concerned itself with attempting to identify information that would be readily accessible to the classroom teacher at the beginning of the term in order that he might aid those who are potential non-achievers. (Author)

The basic question of the research reported here was whether or not expectancy, as defined here, was a significant factor in relationship to dissonant teacher support characteristics in affecting performance on given assignments. (Author)

Studied were the effects on observational concept learning of the experimenter as his own model, versus the experimenter plus a separate model, versus a nonmodeling (control) procedure, as well as the provision of favorable versus neutral outcome-expectation. (Authors/CB)

Male and female undergraduates rated their ability, amount of preparation, task difficulty, and their initial confidence (expectation) before they began an important examination. Subsequently they attributed causality for the examination outcome by rating the importance of factors involving ability, preparation, task difficulty, and luck as…