College of Education and Human Services
Master of Education in Elementary Education (MEd)
Dr. Sue M. Terrell
Dr. Bernadine J. Bolden
Dr. Elinor A. Scheirer
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.
Castro, Martha Kahler, "The Effects of Teacher Expectations of At-Risk Students on Teacher Instructional Behaviors" (1991). UNF Graduate Theses and Dissertations. 190.