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The Effect of Pupils' Race, Class, Test Scores, and Classroom Behavior on the Academic Expectancies of Southern and Non-Southern White Teachers [microform] / Barbara H. Long and Edmund H. Henderson
Bib ID 5231342
Format BookBook, MicroformMicroform, OnlineOnline
Author
Long, Barbara H
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1972 
24 p. 
Summary

This investigation of the causal dynamics of teacher expectancies is carried out in an artificial setting, making use of contrived stimulus children. Characteristics of stimulus persons were varied in a 2 by 2 factorial design. Pupil characteristics included race (black or white) and class (lower or middle). Different groups of subjects rated each cell of the design. It was hypothesized that high test scores and active and attentive classroom behavior would be associated with higher expectancies in teachers. It was also hypothesized that the results of an earlier study would be replicated, viz. that teachers' ratings of certain behaviors which could be classified as "activity" and as "attentiveness" would predict academic success. The complete design thus amounted to a 3 by 25 factorial, with scores, activity and attention of the stimulus children as repeated measures. Subjects were 120 white elementary school teachers of both sexes attending summer schools. All had taught at least two years. Half of the teachers had been born and always lived in the South; the other half had lived in at least one non-Southern state. Subjects used a five-point scale to assess the probability that children who had just entered school would be reading at grade level by the beginning of grade two. (Author/JM)

Notes

ERIC Note: Paper presented at the annual meeting of the American Educational Research Association, Chicago, Ill., April 1972.

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 Bias.  |  Elementary School Teachers.  |  Race.  |  Racial Attitudes.  |  Reading Tests.  |  Regional Attitudes.  |  Social Attitudes.  |  Social Class.  |  Student Behavior.  |  Student Characteristics.  |  Student Teacher Relationship.  |  Teacher Attitudes.  |  Teacher Influence.  |  Whites.  |  United States (North) United States (South)
Other authors/contributors Henderson, Edmund H., author
Available From ERIC 
000 03065cam a22004332u 4500
001 5231342
005 20181019101540.0
007 he u||024||||
008 080220s1972    xxu ||| b     ||| | eng d
035 |9(ericd)ED063422
037 |aED063422|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aLong, Barbara H.
245 1 4 |aThe Effect of Pupils' Race, Class, Test Scores, and Classroom Behavior on the Academic Expectancies of Southern and Non-Southern White Teachers|h[microform] /|cBarbara H. Long and Edmund H. Henderson.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1972.
300 |a24 p.
500 |aERIC Note: Paper presented at the annual meeting of the American Educational Research Association, Chicago, Ill., April 1972.|5ericd
520 |aThis investigation of the causal dynamics of teacher expectancies is carried out in an artificial setting, making use of contrived stimulus children. Characteristics of stimulus persons were varied in a 2 by 2 factorial design. Pupil characteristics included race (black or white) and class (lower or middle). Different groups of subjects rated each cell of the design. It was hypothesized that high test scores and active and attentive classroom behavior would be associated with higher expectancies in teachers. It was also hypothesized that the results of an earlier study would be replicated, viz. that teachers' ratings of certain behaviors which could be classified as "activity" and as "attentiveness" would predict academic success. The complete design thus amounted to a 3 by 25 factorial, with scores, activity and attention of the stimulus children as repeated measures. Subjects were 120 white elementary school teachers of both sexes attending summer schools. All had taught at least two years. Half of the teachers had been born and always lived in the South; the other half had lived in at least one non-Southern state. Subjects used a five-point scale to assess the probability that children who had just entered school would be reading at grade level by the beginning of grade two. (Author/JM)
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 |aBias.|2ericd
650 1 7 |aElementary School Teachers.|2ericd
650 0 7 |aRace.|2ericd
650 0 7 |aRacial Attitudes.|2ericd
650 0 7 |aReading Tests.|2ericd
650 0 7 |aRegional Attitudes.|2ericd
650 0 7 |aSocial Attitudes.|2ericd
650 0 7 |aSocial Class.|2ericd
650 0 7 |aStudent Behavior.|2ericd
650 1 7 |aStudent Characteristics.|2ericd
650 1 7 |aStudent Teacher Relationship.|2ericd
650 1 7 |aTeacher Attitudes.|2ericd
650 1 7 |aTeacher Influence.|2ericd
650 0 7 |aWhites.|2ericd
653 0 |aUnited States (North)|aUnited States (South)
700 1 |aHenderson, Edmund H.,|eauthor.
856 4 1 |uhttps://eric.ed.gov/?id=ED063422
984 |aANL|cmc 2253 ED063422|d77000000068477
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