Derleme
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Öğretmen Beklentisi Fenomeni Üzerine Bir Derleme Çalışması

Yıl 2021, Cilt: 19 Sayı: 2, 1366 - 1390, 28.12.2021
https://doi.org/10.37217/tebd.988678

Öz

Bu çalışmada, öğretmen beklentisi fenomeni üzerine literatürde öne çıkan yakın tarihli gelişmeler doğrultusunda bir derleme çalışmasının yapılması amaçlanmıştır. Bu derleme çalışmasında ulusal ve uluslararası literatür taranarak özellikle öğretmen beklentisi ile ilgili son gelişmeler derlenmeye çalışılmıştır. Öğretmen beklentisinin tanımlarına ve etkilerine yer verilmiştir. Ayrıca uluslararası literatürde öğretmen beklentisi fenomeni ile doğrudan bağlantı kurulan doğruluk, akademik başarı, beklenti yanlılığı ve önyargı gibi kavramlarla olan ilişkisi ele alınmıştır. Öğretmenlerin beklentilerine göre sınıf davranışları açıklanmaya çalışılmıştır. Öğretmenlerin bireysel ya da bütünsel olarak sınıf/grup düzeyi öğretmen beklentisine sahip olabileceği görülmüştür. Bu nedenle özellikle sınıf düzeyi öğretmen beklentisine güncel kuramsal bir dayanak oluşturan ve önceki modellere nispeten daha bütüncül bir yaklaşım sunduğu düşünülen Rubie-Davies’in Bağlamsal Öğretmen Beklentisi Modeli’ne yer verilmiştir. Öğretmen beklentisi konusunda çalışacak araştırmacılara bir kolaylık sağlanması adına öğretmen beklentisi araştırmalarına genel bir bakış sunularak hangi ölçme yöntemlerinin nasıl kullanıldığı kısaca tanıtılmaya çalışılmıştır. Öğretmen beklentisi konusunda Türkçe literatürde yeterince araştırma yapılmadığı görülmüştür. Türkiye’de öğretmen beklentisi fenomeni üzerine yapılacak akademik çalışmalara ihtiyaç bulunmaktadır.

Kaynakça

  • Agirdag, O., Van Avermaet, P. & Van Houtte, M. (2013). School segregation and maths achievement: A mixed-method study on the role of self-fulfilling prophecies. Teachers College Record, 115(3), 1-50. https://www.tcrecord.org/Content.asp?ContentId=16895 sayfasından erişilmiştir.
  • Alvidrez, J. & Weinstein, R. S. (1999). Early teacher perceptions and later student academic achievement. Journal of Educational Psychology, 91(4), 731-746. doi: 10.1037/0022-0663.91.4.731
  • Archambault, I., Janosz, M. & Chouinard, R. (2012). Teacher beliefs as predictors of adolescents’ cognitive engagement and achievement in mathematics. The Journal of Educational Research, 105(5), 319-328. doi: 10.1080/00220671.2011.629694
  • Auwarter, A. E. & Aruguete, M. S. (2008). Effects of student gender and socioeconomic status on teacher perceptions. The Journal of Educational Research, 101(4), 242-246. doi: 10.3200/JOER.101.4.243-246
  • Babad, E. (1990). Measuring and changing teachers' differential behavior as perceived by students and teachers. Journal of Educational Psychology, 82(4), 683-690.
  • Babad, E., Inbar, J. & Rosenthal, R. (1982). Pygmalion, galatea, and the golem: Investigations of biased and unbiased teachers. Journal of Educational Psychology, 74(4), 459-474. doi: 10.1037/0022-0663.74.4.459
  • Balcı, O. (2018). Kendini gerçekleştiren kehanet kavramını anlamak. Sosyal Bilimler Dergisi, 5(30), 500-510.
  • Barriga, C. A., Rodríguez, C. & Ferreira, R. A. (2019). Factors that bias teacher expectations: Findings from Chile. Revista Latinoamericana de Psicología, 51(3), 171-180. http://repositoriodigital.ucsc.cl/handle/25022009/1615 sayfasından erişilmiştir.
  • Bouderbane, A. (2020). Student social background and teacher expectations: The self-fulfilling prophecy. Cross-Cultural Communication, 16(1), 17-22. doi: 10.3968/11500
  • Brandmiller, C., Dumont, H. & Becker, M. (2020). Teacher perceptions of learning motivation and classroom behavior: The role of student characteristics. Contemporary Educational Psychology, 63(101893), 1-44. doi: 10.1016/j.cedpsych.2020.101893
  • Brophy, J. E. & Good, T. L. (1970). Teachers’ communication of differential expectations for children’s classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365-374. doi: 10.1037/h0029908
  • Brophy, J. E. & Good, T. L. (1974). Teacher-Student relationships: Causes and consequences. New York: Holt, Rinehart and Winston.
  • Chen, Y. H., Thompson, M. S., Kromrey, J. D. & Chang, G. H. (2011). Relations of student perceptions of teacher oral feedback with teacher expectancies and student self-concept. The Journal of Experimental Education, 79, 452-477. doi: 10.1080/00220973.2010.547888
  • Cooper, H. M. (1979). Pygmalion grows up: A model for teacher expectation communication and performance influence. Review of Educational Research, 49(3), 389-410. doi: 10.3102/00346543049003389
  • Cooper, H. M. & Tom, D. Y. H. (1984). Teacher expectation research: A review with implications for classroom instruction. The Elementary School Journal, 85(1), 77-89. doi: 10.1086/461393
  • Darley, J. M. & Fazio, R. H. (1980). Expectancy confirmation processes arising in the social interaction sequence. American Psychologist, 35(10), 867-881. doi: 10.1037/0003-066X.35.10.867
  • De Boer, H., Bosker, R. J. & Van der Werf, M. P. C. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102(1), 168-179. doi: 10.1037/a0017289.supp
  • De Jong, R. J., Van Tartwijk, J., Verloop, N., Veldman, I. & Wubbels, T. (2012). Teachers' expectations of teacher-student interaction: Complementary and distinctive expectancy patterns. Teaching and Teacher Education, 28(7), 948-956. doi: 10.1016/j.tate.2012.04.009
  • Demanet, J. & Van Houtte, M. (2012). Teachers’ attitudes and students’ opposition school misconduct as a reaction to teachers’ diminished effort and affect. Teaching and Teacher Education, 28, 860-869. doi: 10.1016/j.tate.2012.03.008
  • Denessen, E., Keller, A., Van den Bergh, L. & Van den Broek, P. (2020). Do teachers treat their Students differently? An observational study on teacher-student interactions as a function of teacher expectations and student achievement. Hindawi Education Research International, 2020(2471956), 1-18. doi: 10.1155/2020/2471956
  • Diamond, J. B., Randolph, A. & Spillane, J. P. (2004). Teachers' expectations and sense of responsibility for student learning: The importance of race, class, and organizational habitus. Anthropology & Education Quarterly, 35(1), 75-98. doi: 10.1525/aeq.2004.35.1.75
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A Review Study on the Phenomenon of Teacher Expectation

Yıl 2021, Cilt: 19 Sayı: 2, 1366 - 1390, 28.12.2021
https://doi.org/10.37217/tebd.988678

Öz

In this study, it is aimed to conduct a compilation study in line with recent developments in the literature on the phenomenon of teacher expectation. In the study, national and international body of literature is examined and the latest developments in teacher expectation studies are attempted to be compiled. The research includes definitions and effects of teacher expectation. In addition, international literature has discussed its relationship with concepts such as accuracy, academic achievement, unfair expectation, and bias, which are directly linked to the phenomenon of teacher expectation. An attempt is made to explain classroom behavior according to the expectations of teachers. It has been observed that teachers may have class/group-level teacher expectation, individually or as a whole. Therefore, especially Rubie-Davies' contextual teacher expectation model, which is considered to provide a theoretical basis up-to-date with class-level teacher expectation and offers a relatively more holistic approach to previous models, is included. In order to provide convenience for researchers who will work on teacher expectation, an overview of teacher expectation research is presented and an attempt is made to briefly introduce which measurement methods are used. It has been observed that there is not enough research in the Turkish literature on the teacher expectation subject. Academic studies on the phenomenon of teacher expectation are needed in Turkey.

Kaynakça

  • Agirdag, O., Van Avermaet, P. & Van Houtte, M. (2013). School segregation and maths achievement: A mixed-method study on the role of self-fulfilling prophecies. Teachers College Record, 115(3), 1-50. https://www.tcrecord.org/Content.asp?ContentId=16895 sayfasından erişilmiştir.
  • Alvidrez, J. & Weinstein, R. S. (1999). Early teacher perceptions and later student academic achievement. Journal of Educational Psychology, 91(4), 731-746. doi: 10.1037/0022-0663.91.4.731
  • Archambault, I., Janosz, M. & Chouinard, R. (2012). Teacher beliefs as predictors of adolescents’ cognitive engagement and achievement in mathematics. The Journal of Educational Research, 105(5), 319-328. doi: 10.1080/00220671.2011.629694
  • Auwarter, A. E. & Aruguete, M. S. (2008). Effects of student gender and socioeconomic status on teacher perceptions. The Journal of Educational Research, 101(4), 242-246. doi: 10.3200/JOER.101.4.243-246
  • Babad, E. (1990). Measuring and changing teachers' differential behavior as perceived by students and teachers. Journal of Educational Psychology, 82(4), 683-690.
  • Babad, E., Inbar, J. & Rosenthal, R. (1982). Pygmalion, galatea, and the golem: Investigations of biased and unbiased teachers. Journal of Educational Psychology, 74(4), 459-474. doi: 10.1037/0022-0663.74.4.459
  • Balcı, O. (2018). Kendini gerçekleştiren kehanet kavramını anlamak. Sosyal Bilimler Dergisi, 5(30), 500-510.
  • Barriga, C. A., Rodríguez, C. & Ferreira, R. A. (2019). Factors that bias teacher expectations: Findings from Chile. Revista Latinoamericana de Psicología, 51(3), 171-180. http://repositoriodigital.ucsc.cl/handle/25022009/1615 sayfasından erişilmiştir.
  • Bouderbane, A. (2020). Student social background and teacher expectations: The self-fulfilling prophecy. Cross-Cultural Communication, 16(1), 17-22. doi: 10.3968/11500
  • Brandmiller, C., Dumont, H. & Becker, M. (2020). Teacher perceptions of learning motivation and classroom behavior: The role of student characteristics. Contemporary Educational Psychology, 63(101893), 1-44. doi: 10.1016/j.cedpsych.2020.101893
  • Brophy, J. E. & Good, T. L. (1970). Teachers’ communication of differential expectations for children’s classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365-374. doi: 10.1037/h0029908
  • Brophy, J. E. & Good, T. L. (1974). Teacher-Student relationships: Causes and consequences. New York: Holt, Rinehart and Winston.
  • Chen, Y. H., Thompson, M. S., Kromrey, J. D. & Chang, G. H. (2011). Relations of student perceptions of teacher oral feedback with teacher expectancies and student self-concept. The Journal of Experimental Education, 79, 452-477. doi: 10.1080/00220973.2010.547888
  • Cooper, H. M. (1979). Pygmalion grows up: A model for teacher expectation communication and performance influence. Review of Educational Research, 49(3), 389-410. doi: 10.3102/00346543049003389
  • Cooper, H. M. & Tom, D. Y. H. (1984). Teacher expectation research: A review with implications for classroom instruction. The Elementary School Journal, 85(1), 77-89. doi: 10.1086/461393
  • Darley, J. M. & Fazio, R. H. (1980). Expectancy confirmation processes arising in the social interaction sequence. American Psychologist, 35(10), 867-881. doi: 10.1037/0003-066X.35.10.867
  • De Boer, H., Bosker, R. J. & Van der Werf, M. P. C. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102(1), 168-179. doi: 10.1037/a0017289.supp
  • De Jong, R. J., Van Tartwijk, J., Verloop, N., Veldman, I. & Wubbels, T. (2012). Teachers' expectations of teacher-student interaction: Complementary and distinctive expectancy patterns. Teaching and Teacher Education, 28(7), 948-956. doi: 10.1016/j.tate.2012.04.009
  • Demanet, J. & Van Houtte, M. (2012). Teachers’ attitudes and students’ opposition school misconduct as a reaction to teachers’ diminished effort and affect. Teaching and Teacher Education, 28, 860-869. doi: 10.1016/j.tate.2012.03.008
  • Denessen, E., Keller, A., Van den Bergh, L. & Van den Broek, P. (2020). Do teachers treat their Students differently? An observational study on teacher-student interactions as a function of teacher expectations and student achievement. Hindawi Education Research International, 2020(2471956), 1-18. doi: 10.1155/2020/2471956
  • Diamond, J. B., Randolph, A. & Spillane, J. P. (2004). Teachers' expectations and sense of responsibility for student learning: The importance of race, class, and organizational habitus. Anthropology & Education Quarterly, 35(1), 75-98. doi: 10.1525/aeq.2004.35.1.75
  • Eryılmaz, A. (2013). Okulda motivasyon ve amotivasyon: “Derse Katılmada Öğretmenden Beklentiler Ölçeği’nin” geliştirilmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 13(25), 1-18.
  • Ferguson, R. F. (2003). Teachers’ perceptions and expectations and the black-white test score gap. Urban Education, 38, 460-507. doi: 10.1177/0042085903038004006
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  • Gershenson, S., Holt, S. B. & Papageorge, N. W. (2016). Who believes in me? The effect of student-teacher demographic match on teacher expectations. Economics of Education Review, 52, 209-224. doi: 10.1016/j.econedurev.2016.03.002
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  • Gökdere, E. (2013). Öğretmen beklentilerinin yönetimi. 21. Yüzyılda Eğitim ve Toplum, 2(5), 179-183.
  • Gregory, A. & Huang, F. (2013). It takes a village: The effects of 10th grade college-going expectations of students, parents, and teachers four years later. American Journal of Communtiy Psychology, 52, 41-55. doi: 10.1007/s10464-013-9575-5
  • Hinnant, J. B., O’Brien, M. & Ghazarian, S. R. (2009). The longitudinal relations of teacher expectations to achievement in the early school years. Journal of Educational Psychology, 101(3), 662-670. doi: 10.1037/a0014306
  • İğde, H. (2021). Öğretmen beklentisi ölçeği geliştirilmesi ve öğretmen beklentisinin bazı değişkenlere göre incelenmesi. (Yüksek Lisans Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
  • İnan-Kaya, G. & Rubie-Davies, C. M. (2021). Teacher classroom interactions and behaviours: Indications of bias. Learning and Instruction, 73, 1-13. doi: 10.1016/j.learninstruc.2021.101516
  • Jussim, L. (2017). Précis of social perception and social reality: Why accuracy dominates bias and self-fulfilling prophecy. Behavioral and Brain Sciences, 40, 1-65. doi: 10.1017/S0140525X1500062X
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  • Kuş, Z. & Çelikkaya, T. (2010). Sosyal bilgiler öğretimi için sosyal bilgiler öğretmenlerinin beklentileri. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 69-91.
  • Lane, K. L., Pierson M. R., Stang, K. K. & Carter, E. W. (2010). Teacher expectations of students’ classroom behavior: Do expectations vary as a function of school risk? Remedial and Special Education, 31(3), 163-174. doi: 10.1177/0741932508327464
  • Lobos Peña, K., Bustos-Navarrete, C., Cobo-Rendón, R., Fernández Branada, C., Bruna Jofré C. & Maldonado Trapp, A. (2021). Professors’ expectations about online education and its relationship with characteristics of university entrance and students’ academic performance during COVID-19 pandemic. Frontiers of Psychology, 12, 1-10. doi: 10.3389/fpsyg.2021.642391
  • Li, Z. (2016). The magnitude of teacher expectation effects: differences in students, teachers and contexts. International Journal of Learning Teaching and Educational Research, 15(2), 76-93.
  • Li, Z. & Rubie-Davies, C. M. (2017). Teachers matter: Expectancy effects in Chinese university English-as-a-foreign-language classrooms. Studies in Higher Education, 42, 2042–2060. doi: 10.1080/03075079.2015.1130692
  • Merton, R. K. (1948). The self-fulfilling prophecy. The Antioch Review, 8(2), 193-210. doi: 10.2307/4609267
  • McKown, C. & Weinstein, R. S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology, 46, 235-261. doi: 10.1016/j.jsp.2007.05.001
  • Öztürk, B., Tezel-Şahin, F. & Koç, G. (2002). İlköğretim okullarında öğretmen beklentilerini etkileyen öğrenci özellikleri. Kuram ve Uygulamada Eğitim Yönetimi, 8(3), 390-413.
  • Papageorge, N. W., Gershenson, S. & Kang, K. M. (2019). Teacher expectations matter. Review of Economics and Statistics, 102(2), 234-251. doi: 10.1162/rest_a_00838
  • Park, J. H. & Byun, S. Y. (2020). Principal support, professional learning community, and group-level teacher expectations. School Effectiveness and School Improvement, 32(1), 1-23. doi: 10.1080/09243453.2020.1764061
  • Peterson, E. R., Rubie-Davies, C., Osborne, D. & Sibley, C. (2016). Teachers’ explicit expectations and ımplicit prejudiced attitudes to educational achievement: relations with student achievement and the ethnic achievement gap. Learning and Instruction, 42, 123-140. doi: 10.1080/13803611.2018.1548798
  • Rao, M. & Sharma, S. (2016). Pygmalion in management. IOSR Journal of Business and Management (IOSR-JBM), 2(1), 15-23. https://www.iosrjournals.org/iosr-jbm/pages/IESMCRC-volume-2.html sayfasından erişilmiştir.
  • Ready, D. D. & Chu, E. M. (2015). Sociodemographic inequality in early literacy development: The role of teacher perceptual accuracy. Early Education & Development, 26(7), 970-987. doi: 10.1080/10409289.2015.1004516
  • Ready, D. D. & Wright, D. L. (2011). Accuracy and inaccuracy in teachers’ perceptions of young children’s cognitive abilities: The role of child background and classroom context. American Educational Research Journal, 48(2), 335-360. doi: 10.3102/0002831210374874
  • Regalla, M. (2013). Teacher Expectations and Students from Low Socioeconomic Background: A Perspective from Costa Rica. (Araştırma Raporu No. ED540254), 1-27. https://files.eric.ed.gov/fulltext/ED540254.pdf sayfasından erişilmiştir.
  • Reynolds, D. (2007). Restraining golem and harnessing pygmalion in the classroom: A laboratory study of managerial expectations and task design. Academy of Management Learning ve Education, 6(4), 475-483. doi: 10.5465/amle.2007.27694947
  • Riley, T. & Ungerleider, C. (2012). Self-fulfilling prophecy: How teachers’ attributions, expectations, and stereotypes influence the learning opportunities afforded Aboriginal students. Canadian Journal of Education, 35(2), 303-333. https://www.jstor.org/stable/canajeducrevucan.35.2.303? seq=1 sayfasından erişilmiştir.
  • Rosenthal, R. (1974). On the social psychology of the self-fulfilling prophecy: further evidence for pygmalion effects and their mediating mechanisms. New York: MSS Modular Publications.
  • Rosenthal, R. & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. New York: Holt, Rinehart and Winston.
  • Rubie, C. M. (2004). Expecting the best: Instructional practices, teacher beliefs and student outcomes. (Yüksek Lisans Tezi). https://researchspace.auckland.ac.nz/bitstream/handle/2292/28/02whole.pdf sayfasından erişilmiştir.
  • Rubie-Davies, C. M. (2015). Becoming a high expectation teacher: Raising the bar. London: Routledge. doi: 10.4324/9781315761251
  • Rubie-Davies, C. M. (2006). Teacher expectations and student self-perceptions: Exploring relationships. Psychology in the Schools, 43(5), 537-552. doi: 10.1002/pits.20169
  • Rubie-Davies, C. M., Flint, A. & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82, 270-288. doi: 10.1111/j.2044-8279.2011.02025.x
  • Rubie-Davies, C. M., Hattie, J. & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76, 429-444. doi: 10.1348/000709905X53589
  • Rubie Davies, C. M., Meissel, K., Alansari, M., Watson, P., Flint, A. & McDonald, L. (2020). Achievement and beliefs outcomes of students with high and low expectation teachers. Social Psychology of Education, 23(5), 1173-1201. doi: 10.1007/s11218-020-09574-y
  • Rubie-Davies, C. M. & Peterson, E. R. (2016). Relations between teachers’ achievement over and underestimation, and students’ beliefs for Maori and Pakeha students. Contemporary Educational Psychology, 47, 72-83. doi: 10.1016/j.cedpsych.2016.01.001
  • Sarra, C., Spillman, D., Jackson, C., Davis, J. & Bray, J. (2018). High-Expectations relationships: A foundation for enacting high expectations in all australian schools. The Australian Journal of Indigenous Education, 49(1), 32-45. doi: 10.1017/jie.2018.10
  • Südkamp, A., Kaiser, J. & Möller, J. (2012). Accuracy of teachers’ judgments of students’ academic achievement: A meta-analysis. Journal of Educational Psychology, 104(3), 743-762. doi: 10.1037/A0027627
  • Sweatt, S. (2000). The relationship among teacher expectations, teacher attitudes toward the taas, and student achievement. (Yüksek Lisans Tezi). https://digital.library.unt.edu/ark:/67531/metadc2691/ sayfasından erişilmiştir.
  • Szumski, G. & Karwowski, M. (2019). Exploring the pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement. Contemporary Educational Psychology, 59, 1-10. doi: 10.1016/j.cedpsych.2019.101787
  • Thomas, J. A. & Strunk, K. K. (2017). Expectancy-value and children’s science achievement: Parents matter. Journal of Research in Science Teaching, 54, 693-712. doi: 10.1002/tea.21382
  • Tiedemann, J. (2000). Gender-related beliefs of teachers in elementary school mathematics. Educational Studies in Mathematics, 41(2), 191-207. doi: 10.1023/A:1003953801526
  • Timmermans, A. C., De Boer, H. & Van der Werf, M. P. C. (2016). An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes. Social Psychology of Education, 19(2), 217-240. doi: 10.1007/s11218-015-9326-6
  • Timmermans, A. C., Kuyper, H. & Van der Werf, G. (2015). Accurate, inaccurate, or biased teacher expectations: Do dutch teachers differ in their expectations at the end of primary education? British Journal of Educational Psychology, 85(4), 459-478. doi: 10.1111/bjep.12087
  • Timmermans, A. C. & Rubie-Davies, C. M. (2018). Do teachers differ in the level of expectations or in the extent to which they differentiate in expectations? Relations between teacher-level expectations, teacher background and beliefs, and subsequent student performance. Educational Research and Evaluation, 24(3-5), 241-263. doi: 10.1080/13803611.2018.1550837
  • Trouilloud, D. O., Sarrazin, P. G., Martinek, T. J. & Guillet, E. (2002). The influence of teacher expectations on student achievement in physical education classes: Pygmalion revisited. European Journal of Social Psychology, 32, 591-607. doi: 10.1002/ejsp.109
  • Urhahne, D. (2015). Teacher behavior as a mediator to the relationship between teacher judgment and students’ motivation and emotion. Teaching and Teacher Education, 45, 73-82. doi: 10.1016/j.tate.2014.09.006
  • Van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M. & Holland, R. W. (2010). The implicit prejudice attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal, 47(2), 497-527. doi: 10.3102/0002831209353594
  • Van der Spoel, I., Noroozi, O., Schuurink, E. & Van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623-638. doi: 10.1080/02619768.2020.1821185
  • Wang, S., Meissel, K. & Rubie Davies, C. M. (2021). Teacher expectation efects in Chinese junior high schools: Exploring links between teacher expectations and student achievement using a hierarchical linear modelling approach. Social Psychology of Education, 24(5), 1305-1333. doi: 10.1007/s11218-021-09654-7
  • Wang, S., Rubie-Davies, C. M. & Meissel, K. (2018). A systematic review of the teacher expectation literature over the past 30 years. Educational Research and Evaluation, 24(3-5), 124-179. doi: 10.1080/13803611.2018.1548798
  • Watson, P. W. S. J., Rubie-Davies, C. M., Meissel, K., Peterson, E. R., Flint, A., Garrett, L. & McDonald, L. (2017). Teacher gender, and expectation of reading achievement in New Zealand elementary school students: Essentially a barrier? Gender and Education, 31(8), 1-20. doi: 10.1080/095 40253.2017.1410108
  • Yüksel, S. (2017). Öğretmen beklentisini geliştirme stratejilerinin öğrencilerin İngilizce dersindeki tutum ve başarısına etkisi (Eylem araştırması örneği). (Yüksek Lisans Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
  • Zhu, M., Urhahne, D. & Rubie-Davies, C. M. (2018). The longitudinal effects of teacher judgement and different teacher treatment on students’ academic outcomes. Educational Psychology, 38, 648-668. doi: 10.1080/01443410.2017.1412399
Toplam 79 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Hasan İğde 0000-0001-8857-6319

Yayımlanma Tarihi 28 Aralık 2021
Gönderilme Tarihi 30 Ağustos 2021
Kabul Tarihi 25 Ekim 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 19 Sayı: 2

Kaynak Göster

APA İğde, H. (2021). Öğretmen Beklentisi Fenomeni Üzerine Bir Derleme Çalışması. Türk Eğitim Bilimleri Dergisi, 19(2), 1366-1390. https://doi.org/10.37217/tebd.988678

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