12 results for Davies, Christine, Book item

  • Teachers' instructional beliefs and the classroom climate: Connections and conundrums

    Davies, Christine (2014)

    Book item
    The University of Auckland Library

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  • Planning with high expectations

    Davies, Christine; McDonald, Lynette; Flint, Annaline (2016)

    Book item
    The University of Auckland Library

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  • High and low expectation teachers: The importance of the teacher factor

    Davies, Christine (2016)

    Book item
    The University of Auckland Library

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  • Expectations: Raising achievement

    Davies, Christine; Dixon, Robyn; Peterson, Elizabeth; Widdowson, Deborah (2009)

    Book item
    The University of Auckland Library

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  • Aiming high: teachers and their students

    Davies, Christine; Hattie, John; Townsend, Michael; Hamilton, Richard (2007)

    Book item
    The University of Auckland Library

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  • Teacher expectations and labeling

    Davies, Christine (2009)

    Book item
    The University of Auckland Library

    The importance of teacher expectations in facilitating student learning has long been recognized. All teachers have expectations for their students, as they should. Expectations can facilitate the setting of achievable yet challenging targets for students. The general claim seems to be that where teachers believe that their students can meet targets and they provide appropriate learning opportunities and support, then their students are likely to achieve the goals and improve academic achievement. The reality of a positive relationship between teachers' expectations and outcomes for students, however, appears to rely on a range of variables including teacher behaviors, teacher characteristics and student characteristics. This chapter will provide a brief history of the expectation research and then focus on the differential behaviors that have been associated with teachers as they interact with their high and low expectation students. This will be followed by an outline of various student characteristics proposed as influencing teachers' expectations. The final sections of the chapter will explore some teacher characteristics and possible relationships with their expectations; these sections will consider how teachers' expectations for some groups of students may result in differential opportunities to learn — the crux of the teacher expectation issue.

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  • Teacher expectations

    Davies, Christine (2008)

    Book item
    The University of Auckland Library

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  • Expecting more: Teacher differences as moderators of expectancy effects

    Davies, Christine (2015)

    Book item
    The University of Auckland Library

    For five decades, researchers have investigated the teacher expectation phenomenon. Researchers have examined teacher behaviors that portray expectations, student characteristics that influence teachers??? expectations, and how students determine teachers??? expectations. However, most research has aggregated teacher data in examining the mediating factors. This chapter focuses on teacher beliefs as moderating expectation effects. Evidence is presented showing that differences in teacher beliefs result in differing student social and academic outcomes. The results are presented from the first year of a randomized control trial in which intervention teachers were trained in the practices of high expectation teachers, those who have high expectations for all their students.

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  • How I spent my last 50-year vacation: Bob Rosenthal???s lifetime of research into interpersonal expectancy effects.

    Rosenthal, R; Davies, Christine (2015)

    Book item
    The University of Auckland Library

    This chapter traces the history of the research into the interpersonal expectancy effect. It demonstrates how the seminal work of Merton contributed to exploration of the phenomenon in laboratory experiments and explains how the concept was applied as an explanation of various social phenomena. The chapter traces the work of Robert Rosenthal, in particular, and presents much of his work into interpersonal expectancy effects within the educational environment from primary to tertiary level. However, the chapter also presents the application of expectancy effects to fields as broad as medicine, law, and industry. The chapter traces the application of non-verbal research to studies within education as well as more broadly.

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  • Introduction

    Davies, Christine (2011-01-25)

    Book item
    The University of Auckland Library

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  • Conclusion: Some potential influences of educational pyschology on educational research

    Sweller, J; Davies, Christine (2011)

    Book item
    The University of Auckland Library

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  • Teacher expectations and beliefs: influences on the socioemotional environment of the classroom

    Davies, Christine; Peterson, Elizabeth (2011)

    Book item
    The University of Auckland Library

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