Evaluating a Teacher Expectation Intervention: A Meta-Analytic Approach

• In Event: Poster Session 12
  In Poster Session: Increasing Engagement Through Designed Learning Environments

Abstract

The current study investigated whether an intervention had effects on student achievement. Teachers were randomly assigned to control or intervention groups and taught the practices of high expectation teachers (those who had high expectations for all students). Student achievement in mathematics was measured at the beginning and end of year and the outcomes for control and intervention groups were compared using a series of meta-analyses for schools, grades, socioeconomic level, student ethnicity and gender. Effects were analysed using both fixed and random effects analyses. In all analyses the intervention had positive benefits when compared with the control group. Implications for future studies are discussed.

Author

• Christine Margaret Rubie-Davies, University of Auckland