Exploring Longitudinal Changes in Teacher Expectancy Effects on Children’s Mathematics Achievement
authors wish to better understand the developmental effect of mathematics
teacher expectations on future student achievement. Results indicate that
students’ experiences with teacher expectations from 1 time point to the next
are not significantly associated with one another, but their association with
future student achievement grows over time. Teacher expectancy effects in
mathematics are stronger for White girls, minority girls, and minority boys
than they are for White boys. Implications for teaching are discussed.
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