A Teacher Expectation Intervention: Altering Academic Trajectories in Mathematics

• In Event: 51.043 - How Teachers' Expectations for Students Matter for Teaching

Abstract

The current study investigated whether a teacher expectation intervention had effects on student achievement. Teachers were randomly assigned to control or intervention groups and taught three core high expectation principles (mixed ability grouping, positive class climate, goal setting). Student achievement in mathematics was measured at the beginning and end of three separate years and the outcomes for control and intervention groups were compared using Bayesian multilevel growth curve modelling. In all analyses the intervention had positive benefits when compared with the control group. The high expectation principles appear to improve the achievement of all students and offer a means of moving towards more equitable outcomes for minority ethnic groups and those from low socioeconomic groups.

Authors

• Christine Margaret Rubie-Davies, University of Auckland

• Annaline Flint, University of Auckland

• Penelope Winifred Watson, The University of Auckland

• Lyn McDonald, The University of Auckland

• Lynda Garrett, University of Auckland