Publication

The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis

De Boer, H., Timmermans, A. C. & Van Der Werf, M. P. C., 2018, In : Educational Research and Evaluation. 24, 3-5, p. 180-200 21 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

De Boer, H., Timmermans, A. C., & Van Der Werf, M. P. C. (2018). The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis. Educational Research and Evaluation, 24(3-5), 180-200. https://doi.org/10.1080/13803611.2018.1550834

Author

De Boer, Hester ; Timmermans, Anneke C. ; Van Der Werf, Margaretha P. C. / The effects of teacher expectation interventions on teachers’ expectations and student achievement : narrative review and meta-analysis. In: Educational Research and Evaluation. 2018 ; Vol. 24, No. 3-5. pp. 180-200.

Harvard

De Boer, H, Timmermans, AC & Van Der Werf, MPC 2018, 'The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis', Educational Research and Evaluation, vol. 24, no. 3-5, pp. 180-200. https://doi.org/10.1080/13803611.2018.1550834

Standard

The effects of teacher expectation interventions on teachers’ expectations and student achievement : narrative review and meta-analysis. / De Boer, Hester; Timmermans, Anneke C.; Van Der Werf, Margaretha P. C.

In: Educational Research and Evaluation, Vol. 24, No. 3-5, 2018, p. 180-200.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

De Boer H, Timmermans AC, Van Der Werf MPC. The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis. Educational Research and Evaluation. 2018;24(3-5):180-200. https://doi.org/10.1080/13803611.2018.1550834


BibTeX

@article{ebd7cc99076a417dae16cc65f65cf44a,
title = "The effects of teacher expectation interventions on teachers{\textquoteright} expectations and student achievement: narrative review and meta-analysis",
abstract = "This study provides a systematic review of the effects of 19 teacher expectation interventions. Prior research on teacher expectations primarily focussed on correlational relationships with student and teacher characteristics, leaving open the questions of whether it is possible to raise teacher expectations and to prevent (too) low expectations from having detrimental effects on student achievement. These questions were the scope of the current review. We distinguished 3 types of interventions: changing teacher behaviour, creating awareness of expectancy effects, and addressing the beliefs underlying the expectations. The results indicated that it was possible to raise teacher expectations and subsequent student achievement. We found summary effects of Hedges{\textquoteright} g = 0.38 and 0.30, respectively. The narrative review suggested that the intervention type did not affect the effectiveness, but teacher support for the intervention did. However, verification of this suggestion with moderator analysis was not possible due to the limited number of interventions.",
keywords = "Teacher expectation interventions, review and meta-analysis, student achievement, PERCEPTIONS, BEHAVIOR, COMMUNICATION, PERFORMANCE, MINORITY, ACCURACY, BIAS",
author = "{De Boer}, Hester and Timmermans, {Anneke C.} and {Van Der Werf}, {Margaretha P. C.}",
year = "2018",
doi = "10.1080/13803611.2018.1550834",
language = "English",
volume = "24",
pages = "180--200",
journal = "Educational Research and Evaluation",
issn = "1380-3611",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",
number = "3-5",

}

RIS

TY - JOUR

T1 - The effects of teacher expectation interventions on teachers’ expectations and student achievement

T2 - narrative review and meta-analysis

AU - De Boer, Hester

AU - Timmermans, Anneke C.

AU - Van Der Werf, Margaretha P. C.

PY - 2018

Y1 - 2018

N2 - This study provides a systematic review of the effects of 19 teacher expectation interventions. Prior research on teacher expectations primarily focussed on correlational relationships with student and teacher characteristics, leaving open the questions of whether it is possible to raise teacher expectations and to prevent (too) low expectations from having detrimental effects on student achievement. These questions were the scope of the current review. We distinguished 3 types of interventions: changing teacher behaviour, creating awareness of expectancy effects, and addressing the beliefs underlying the expectations. The results indicated that it was possible to raise teacher expectations and subsequent student achievement. We found summary effects of Hedges’ g = 0.38 and 0.30, respectively. The narrative review suggested that the intervention type did not affect the effectiveness, but teacher support for the intervention did. However, verification of this suggestion with moderator analysis was not possible due to the limited number of interventions.

AB - This study provides a systematic review of the effects of 19 teacher expectation interventions. Prior research on teacher expectations primarily focussed on correlational relationships with student and teacher characteristics, leaving open the questions of whether it is possible to raise teacher expectations and to prevent (too) low expectations from having detrimental effects on student achievement. These questions were the scope of the current review. We distinguished 3 types of interventions: changing teacher behaviour, creating awareness of expectancy effects, and addressing the beliefs underlying the expectations. The results indicated that it was possible to raise teacher expectations and subsequent student achievement. We found summary effects of Hedges’ g = 0.38 and 0.30, respectively. The narrative review suggested that the intervention type did not affect the effectiveness, but teacher support for the intervention did. However, verification of this suggestion with moderator analysis was not possible due to the limited number of interventions.

KW - Teacher expectation interventions

KW - review and meta-analysis

KW - student achievement

KW - PERCEPTIONS

KW - BEHAVIOR

KW - COMMUNICATION

KW - PERFORMANCE

KW - MINORITY

KW - ACCURACY

KW - BIAS

U2 - 10.1080/13803611.2018.1550834

DO - 10.1080/13803611.2018.1550834

M3 - Article

VL - 24

SP - 180

EP - 200

JO - Educational Research and Evaluation

JF - Educational Research and Evaluation

SN - 1380-3611

IS - 3-5

ER -

ID: 71933150