Book contents
- The Cambridge Handbook of Applied School Psychology
- The Cambridge Handbook of Applied School Psychology
- Copyright page
- Contents
- Contributors
- Contributor Biographies
- Acknowledgments
- 1 Broadening the Focus of School Psychology Practice
- Part I Individual-Level Academic Interventions
- Part II Teacher- and System-Level Interventions
- Part III Interventions from Educational and Social/Personality Psychology
- 10 Belonging in Schools: A Social Psychological Perspective
- 11 Cross-Race/Ethnic Friendships in School
- 12 Self-Regulated Learning in School Contexts
- 13 School Environments that Facilitate Delaying Gratification
- 14 Understanding and Cultivating Hope in School
- 15 School Settings that Facilitate High Teacher Expectations
- 16 Parental Autonomy and Relatedness Support
- 17 Preventing and Minimizing Stereotype Threat in School Settings
- 18 The Hidden Classroom: How Gender Stereotypes Impact Academic Achievement
- Part IV Behavioral and Social-Emotional Interventions
- Part V Health and Pediatric Interventions
- Part VI Family Connections and Life Transitions
- Part VII Special Populations
- Part VIII Conclusion
- Index
- References
15 - School Settings that Facilitate High Teacher Expectations
from Part III - Interventions from Educational and Social/Personality Psychology
Published online by Cambridge University Press: 18 September 2020
Book contents
- The Cambridge Handbook of Applied School Psychology
- The Cambridge Handbook of Applied School Psychology
- Copyright page
- Contents
- Contributors
- Contributor Biographies
- Acknowledgments
- 1 Broadening the Focus of School Psychology Practice
- Part I Individual-Level Academic Interventions
- Part II Teacher- and System-Level Interventions
- Part III Interventions from Educational and Social/Personality Psychology
- 10 Belonging in Schools: A Social Psychological Perspective
- 11 Cross-Race/Ethnic Friendships in School
- 12 Self-Regulated Learning in School Contexts
- 13 School Environments that Facilitate Delaying Gratification
- 14 Understanding and Cultivating Hope in School
- 15 School Settings that Facilitate High Teacher Expectations
- 16 Parental Autonomy and Relatedness Support
- 17 Preventing and Minimizing Stereotype Threat in School Settings
- 18 The Hidden Classroom: How Gender Stereotypes Impact Academic Achievement
- Part IV Behavioral and Social-Emotional Interventions
- Part V Health and Pediatric Interventions
- Part VI Family Connections and Life Transitions
- Part VII Special Populations
- Part VIII Conclusion
- Index
- References
Summary
This chapter reviews some of the early work in the teacher-expectation field that showed that teachers had high expectations for some students and low expectations for others. This early work showed that expectations were reflected in the types of learning opportunities provided for students. Importantly, the research showed that teachers’ beliefs about how to structure classrooms and provide for student learning moderated the expectation effects. Therefore, some teachers have much greater differentiation effects on student learning than others. The chapter focuses particularly on the beliefs and practices of teachers who create high-expectation learning opportunities for all students. Key elements include using mixed-ability grouping, creating a warm, supportive classroom climate, and setting clear learning goals with students while supporting them to reach their goals. The chapter provides practical suggestions for how school psychologists can help all teachers create high-expectation classrooms where all students can experience success.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of Applied School Psychology , pp. 239 - 259Publisher: Cambridge University PressPrint publication year: 2020
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