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Copyright © 2020 Eddie Denessen et al. This is an open access article distributed under the Creative Commons Attribution License (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. https://creativecommons.org/licenses/by/4.0/

Abstract

Through classroom interactions, teachers provide their students with different opportunities to learn. Some kinds of interactions elicit more learning activities than others. With differential treatment of students, teachers may exacerbate or reduce achievement differences in their classroom. In addition, differential interactions may contribute to teacher expectation effects, with teachers treating their high-expectation students more favourably. This study investigated how differential teacher-student interactions are related to students’ mathematics achievement and teachers’ expectations. In eight fourth-grade classrooms in the Netherlands, interactions between teachers and students (N = 152) were observed in maths lessons. Data regarding teachers’ expectations about their students and mathematics achievement tests scores were collected. Analyses indicated that there were relations between teacher expectations and teachers’ classroom interactions. Teachers gave more direct turns and more directive feedback to their low-expectation students, who were also the students who performed low in maths. After controlling for actual achievement, it appeared that students for whom the expectations were lower than could be expected based on their performance received more direct turns and directive task-related feedback. These results point to the existence of teacher expectation effects.

Details

Title
Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement
Author
Denessen, Eddie 1   VIAFID ORCID Logo  ; Keller, Annelies 2   VIAFID ORCID Logo  ; van den Bergh, Linda 3   VIAFID ORCID Logo  ; van den Broek, Paul 2   VIAFID ORCID Logo 

 Leiden University, Education and Child Studies, Leiden, Radboud University, Behavioural Science Institute, Nijmegen, Netherlands 
 Leiden University, Education and Child Studies, Leiden, Netherlands 
 Fontys University of Applied Sciences, ‘s-Hertogenbosch, Netherlands 
Editor
Paul S Szalay
Publication year
2020
Publication date
2020
Publisher
John Wiley & Sons, Inc.
ISSN
20904002
e-ISSN
20904010
Source type
Scholarly Journal
Language of publication
English
ProQuest document ID
2467508283
Copyright
Copyright © 2020 Eddie Denessen et al. This is an open access article distributed under the Creative Commons Attribution License (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. https://creativecommons.org/licenses/by/4.0/