Year of Publication

1991

Paper Type

Master's Thesis

College

College of Education and Human Services

Degree Name

Master of Education in Elementary Education (MEd)

Department

Education

First Advisor

Dr. Sue M. Terrell

Second Advisor

Dr. Bernadine J. Bolden

Third Advisor

Dr. Elinor A. Scheirer

Abstract

This study investigated the degree to which teacher expectations of at-risk students affect the teacher's instructional behaviors. Four elementary teachers were observed and videotaped for 20 minutes each during a language arts lesson. The videotapes were analyzed using an instrument consisting of ten behaviors from the Florida Performance Measurement System that reflect Rosenthal's four factors of teacher expectations, climate, input, output, and feedback. The teacher's instructional behaviors were recorded each time the behavior occurred during the 20 minute observation. The data were analyzed to determine if a relationship exists between the teacher's expectations for average or above average students and at-risk students and the teacher's instructional behaviors. The findings are displayed in two forms: raw score numbers and percentages of the behavior occurrences. The results of the study appear to indicate that teacher's expectations of different ability level students affect the teacher's instructional behaviors.

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