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1 results

  • 15 - School Settings that Facilitate High Teacher Expectations

  • from Part III - Interventions from Educational and Social/Personality Psychology
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 239-259

  • 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.