Teachers’ Classroom Expectations: Raising the Bar for Struggling Students: A Multiple-Case Study.

• In Event: Classroom Observation and Instructional Change

Abstract

Teacher expectations (TEs) based on specific student characteristics, such as socioeconomic status and/or belonging to a minority group, influence students’ school performance, either positively or negatively, depending on the level of TEs. Since the main purpose of education is to create equal opportunities for all students, high TEs can be the stepping stone to educational equity. Through a multiple-case approach, this study investigates teachers’ classroom expectations in low-ability grade 8 classrooms. Data is collected from eight teachers using classroom observations, teacher interviews and student focus groups. Preliminary results from one case indicate predominantly low classroom expectations. Data triangulation strengthens these findings. The significance lies in being the first comprehensive study of teachers’ classroom expectations in secondary schools.

Authors

• Heline Katrien Van Peteghem, Vrije Universiteit Brussel

• Nadine S.L. Engels, Vrije Universiteit Brussel

• Machteld Vandecandelaere, University of Leuven

• Ingeborg Plackle, Vrije Universiteit Brussel