Teacher Performance Expectations

Teacher expectations arise mainly because teachers generally have a preconceived idea of what it takes to succeed in school. In accordance with Rist (1970), most teachers believe that there's an "ideal type" of student who possesses characteristics that will insure academic accomplishment (p. 73). On the very first day of class, a teacher creates an evaluation on the students in order to determine regardless of whether they fit this "ideal type" or not. This evaluation is subjective and it is based solely on the perceptions of the teacher (p. 73). As such, the expectations with the teacher are derived not from "formal screening in the youngsters as to their academic potential or capability for cognitive development" but rather over a basis from the students' "behavioral and cultural characteristics" (Rist, 1970, pp. 81-82). Dusek & Joseph (1983) conducted an analysis of numerous studies to be able to determine the bases of teacher expectancies. These researchers found that gender and belonging to a one-parent family were normally not determinants of teacher expectations. In addition, they found that sex role behavior, name stereotypes, and the performance of a student's siblings have been "at very best weakly associated with teacher expectancies" (p. 341). On a other hand, Dusek & Joseph discovered that there are 5 causes that are genuinely related to teacher expectancies. These are: attractiveness (academic and social/personality), student classroom conduct.

In classes that are divided into groups over a basis of ability, the greater ranked students are frequently named upon by the teacher for the purpose of showing what they've learned in class. By contrast, the lower ranked students are normally ignored unless the teacher is reprimanding or otherwise punishing them for disruptive behavior. However, as pointed out Rist (1970), this doesn't mean how the lower ranked students have failed in learning what has been taught in class. Rather, this shows that "the patterns of classroom interaction established by the teacher [has] inhibited the low-status kids from verbalizing what knowledge they had accumulated" (Rist, 1970, p. 86). Because of the teacher's expectation that this kind of students can by no means learn anything, the lower ranked kids are "shut out" from contributing for the educational technique that they're supposedly participating in.

In Keeping track: How schools structure inequality, Oakes (1985) studied 25 schools with tracking systems and observed that the low tracks virtually usually provided an inferior high quality of education. Despite the assumptions towards contrary, Oakes claims that students don't find out more after they're placed in homogenous ability-based groups (p. 7). According to Oakes, homogenous groups fail to meet the needs of "low achieving" students because they: reduce self-esteem; lower aspirations; increase frustration; reduce participation; and encourage delinquent behavior (pp. 8-9). Rosenthal & Jacobson (1968) note that teachers of low track children tend to give a smaller amount time and attention to their students (p. 179). This lack of attention extra deprives this sort of students of their rightful educational opportunities. Hallinan (1988) agrees that there are lots of disadvantages being found during the use of ability grouping.

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