A Scoping Review of Teacher Expectations in the Early Primary Grades

• In Event: Teachers' Roles and Expectations in Early Childhood Years

Abstract

Teacher expectations can significantly affect the learning opportunities that are provided to students. This is highly problematic since teacher expectations can be inaccurate evaluations of student abilities and teacher expectations differentially affect the learning outcomes of racialized students as well as children living in poverty. The research base has focused on upper elementary and secondary grades with little research focused on the ways teacher expectations are formed and impact children in the first years of formal schooling. A scoping review methodology was used to analyze research on teacher expectations in the early primary grades. This presentation highlights the current state of knowledge surrounding expectations in the early primary grades, as well as challenges in need of further research.

Authors

• Kristy Timmons, Queen's University - Kingston
  Presenting Author

• Angela Pyle, University of Toronto - OISE
  Non-Presenting Author

• Erica Paige Danniels, University of Toronto
  Non-Presenting Author

• Emily Cowan, University of Toronto
  Non-Presenting Author

• Allison McCann, University of Toronto
  Non-Presenting Author