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Teacher Expectations? Pupil responses to teacher mediated classroom climate
Author(s) -
Monk Martin J.
Publication year - 1983
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192830090204
Subject(s) - typology , perspective (graphical) , mathematics education , psychology , pupil , classroom climate , classroom management , rank (graph theory) , academic achievement , pedagogy , sociology , computer science , mathematics , combinatorics , artificial intelligence , neuroscience , anthropology
Three teacher types are developed from a consideration of the self‐fufilling hypothesis with respect to both classroom behaviour and academic achievement. Evidence used to support this typology is drawn from both qualitative and quantitative data. Pupils' comments about their lessons and teachers are used to inform an ordering of rank correlations. The analysis stresses that teachers can effect the ways in which their pupils view the differential distribution of classroom achievement amongst their peers through the teachers' classroom management in lessons. Adopting a symbolic interactionist perspective allows a direct link to be made to pupils' classroom achievement as measured by end of year tests.