Expectancy effects in the classroom: A special focus on improving the reading performance of minority students in first-grade classrooms

被引：53

作者：

Good, TL ^{[1
]}

Nichols, SL ^{[1
]}

机构：

[1] Univ Arizona, Dept Educ Psychol, Tucson, AZ 85721 USA

来源：

EDUCATIONAL PSYCHOLOGIST | 2001年 / 36卷 / 02期

关键词：

D O I：

10.1207/S15326985EP3602_6

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teacher expectations for students has been an exciting topic of research in educational psychology since the publication of Pygmalion in the Classroom by Robert Rosenthal and Lenore Jacobson (1968). This article reviews the development of research in this area and notes the rich application value of this literature for social policy issues. The article discusses an intervention program for improving the reading performance of Ist-grade low income minority students in general land Black low income students specifically). This example is but 1 instance of how this broad research base could be used to improve performance in various social settings.

引用

页码：113 / 126

页数：14

共 94 条

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