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Level of Congruity Found in Students' Perceptions of Their Teacher's Expectations [microform] / Jon C. Marshall and Elizabeth P. Watson
Bib ID 5200406
Format BookBook, MicroformMicroform, OnlineOnline
Author
Marshall, Jon C
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1969 
8 p. 
Summary

It is generally assumed that the classroom teacher, through verbalization and behavioral cues, communicates to students his expectations for learning behavior in his classroom. An investigation was conducted to analyze the hypothesis that students perceive their teachers' expectations idiosyncratically. In the first study the Watson Analysis Schedule (WAS) was administered to 22 students from a 10th grade world history class toward the end of the school year. Pearson product-moment correlation coefficients were calculated between students across the 213 items of the WAS. The mean correlation was .204. A second study involving 26 students from another 10th grade world history class replicated the first. The mean correlation coefficient between students was .254. The results support the hypothesis since in the two groups one could expect about 4 percent and 6 percent overlap between two students' perceptions of specific classroom expectations. It would seem, then, that if goals are to be effectively attained, greater effort is necessary on the part of the teacher to communicate specific role expectations for the group goals or that learning procedures and goals need to be individualized to the extent that they can become consistent with individual role expectations. (JS)

Notes

ERIC Note: Presented at the annual meeting of the American Educational Research Association, Los Angeles, California, February 1969.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Correlation.  |  Educational Objectives.  |  Secondary School Students.  |  Student Teacher Relationship.  |  Classroom Communication.  |  Role Perception.  |  Watson Analysis Schedule
Other authors/contributors Watson, Elizabeth P., author
Available From ERIC 
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035 |9(ericd)ED028968
035 |a5200406
037 |aED028968|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aMarshall, Jon C.
245 1 0 |aLevel of Congruity Found in Students' Perceptions of Their Teacher's Expectations|h[microform] /|cJon C. Marshall and Elizabeth P. Watson.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1969.
300 |a8 p.
500 |aERIC Note: Presented at the annual meeting of the American Educational Research Association, Los Angeles, California, February 1969.|5ericd
520 |aIt is generally assumed that the classroom teacher, through verbalization and behavioral cues, communicates to students his expectations for learning behavior in his classroom. An investigation was conducted to analyze the hypothesis that students perceive their teachers' expectations idiosyncratically. In the first study the Watson Analysis Schedule (WAS) was administered to 22 students from a 10th grade world history class toward the end of the school year. Pearson product-moment correlation coefficients were calculated between students across the 213 items of the WAS. The mean correlation was .204. A second study involving 26 students from another 10th grade world history class replicated the first. The mean correlation coefficient between students was .254. The results support the hypothesis since in the two groups one could expect about 4 percent and 6 percent overlap between two students' perceptions of specific classroom expectations. It would seem, then, that if goals are to be effectively attained, greater effort is necessary on the part of the teacher to communicate specific role expectations for the group goals or that learning procedures and goals need to be individualized to the extent that they can become consistent with individual role expectations. (JS)
530 |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aCorrelation.|2ericd
650 0 7 |aEducational Objectives.|2ericd
650 0 7 |aSecondary School Students.|2ericd
650 0 7 |aStudent Teacher Relationship.|2ericd
650 1 7 |aClassroom Communication.|2ericd
650 1 7 |aRole Perception.|2ericd
653 0 |aWatson Analysis Schedule
700 1 |aWatson, Elizabeth P.,|eauthor.
856 4 1 |uhttps://eric.ed.gov/?id=ED028968
984 |aANL|cmc 2253 ED028968|d77000000040623
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