Teacher Expectations to Increasing Student Achievement: an Intervention Study

Christine Margaret Rubie-Davies, Faculty of Education and Social Work, University of Auckland
translated by Chernoivanenko Yulia Olegovna, Institute for Research on Social Phenomena

For citing:
Rubie-Davies, Christine M. (2015) ‘Teacher Expectations to Increasing Student Achievement: an Intervention Study’, Social Phenomena. 2015 1(3), pp. 53-56 (Russian Translation by Yulia O. Chernoivanenko 2015).


This study reports a teacher expectation intervention. Randomly assigned teachers were taught the practices and beliefs of high expectation teachers (those with high expectations for all students) in the areas of grouping and learning activities, enhancing the class climate, and goal setting. Student achievement in mathematics was measured three times during the year. Because of the hierarchical structure of the data, they were analyzed using Bayesian latent growth curve modeling. Teacher engagement with the intervention was also measured. Students with intervention teachers significantly increased their mathematics achievement when compared with students in control teachers’ classes. The findings show how teacher beliefs moderate expectancy effects. They also demonstrate benefits of providing equitable and challenging learning opportunities for the most vulnerable students.

Keywords: teacher expectations, high expectation teachers, mathematics achievement, teacher beliefs.

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