The Role of Teacher Expectations in the Academic Achievement of High School Math Students
Keywords:
Teacher expectations, Math achievement, High school studentsAbstract
This research paper examines the pivotal role of teacher expectations in shaping the academic achievement of high school math students. It highlights how high teacher expectations serve as motivators, driving students to set ambitious goals and invest greater effort in their academic pursuits. However, disparities in teacher expectations disproportionately affect minority and economically disadvantaged students, necessitating strategies such as professional development, policy interventions, data-driven decision-making, culturally responsive teaching practices, and promoting a growth mindset among educators to ensure equitable access to quality education. The paper also emphasizes the significance of math achievement in various fields and recognizes the challenges faced by high school students. It underscores the importance of fostering an educational environment where all students have equal opportunities for success and educational equity.
Downloads
References
Good, T. L., & Brophy, J. E. (1987). Looking in classrooms (3rd ed.). New York: Harper & Row.
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt, Rinehart & Winston.
Benner, A. D., & Mistry, R. S. (2007). Teacher expectations and mathematics achievement of fourth- and eighth-grade students. Journal of Educational Psychology, 99(1), 122-132.
Cooper, H. M., & Good, T. L. (1987). Teacher expectations and student achievement in secondary schools: A meta-analysis. Psychological Bulletin, 101(2), 322-341.
Rist, R. C. (1970). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 40(3), 411-451.
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629.
Wang, M. T., Degol, J. L., & Eccles, J. S. (2018). Teacher expectations and student achievement: A meta-analysis. Review of Educational Research, 88(3), 332-383.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Ferguson, R. F. (2003). Teachers' perceptions and expectations and the Black-White test score gap. In G. Orfield (Ed.), Dropouts in America (pp. 35-62). Harvard Education Press.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309
