Rubie-Davies Christine M, Hattie John A
School of Learning, Development and Professional Practice, Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand.
Department of Education, Academica University of Applied Sciences, Amsterdam, Netherlands.
J R Soc N Z. 2024 Aug 26;55(2):343-371. doi: 10.1080/03036758.2024.2393296. eCollection 2025.
In a narrative review we investigated teacher beliefs that moderate teacher expectation effects. An extensive literature search revealed that only three researchers had systematically examined (in at least three studies) teacher beliefs' differences and consequent expectation effects for students. Babad explored teachers who believed stereotypical information about students and showed how that bias translated into teacher-student interactions. Highly biased teachers had large negative self-fulfilling prophecy effects on student outcomes. Overall, the difference in contrasts between high and low bias teachers (those who did not accept stereotypes) was = 0.92. Weinstein's research investigated teachers who believed all students should be treated similarly versus teachers who believed high and low achievers should be treated quite differently (low and high differentiating teachers). The average effect size of the differences between these teachers was = 0.85. Rubie-Davies examined the idea that some teachers believe that all students can make large gains (high class-level expectations) whereas others believe their students will make little progress (low class-level expectations); the average effect size difference between high and low expectation teachers was = 0.87. Hence, the review showed that effect size differences between these different teacher types were remarkably consistent, and all were large.
在一篇叙述性综述中，我们研究了调节教师期望效应的教师信念。广泛的文献检索表明，只有三位研究人员系统地考察了（至少三项研究）教师信念的差异以及由此产生的对学生的期望效应。巴巴德研究了那些相信关于学生的刻板印象信息的教师，并展示了这种偏见如何转化为师生互动。高度有偏见的教师对学生成绩有很大的负面自我实现预言效应。总体而言，高偏见教师（那些不接受刻板印象的教师）和低偏见教师之间的对比差异为=0.92。温斯坦的研究调查了那些认为所有学生都应受到同等对待的教师与那些认为成绩好的学生和成绩差的学生应区别对待的教师（低区分度教师和高区分度教师）。这些教师之间差异的平均效应量为=0.85。鲁比 - 戴维斯研究了这样一种观点，即一些教师认为所有学生都能取得很大进步（高班级水平期望），而另一些教师则认为他们的学生进步甚微（低班级水平期望）；高期望教师和低期望教师之间的平均效应量差异为=0.87。因此，该综述表明，这些不同类型教师之间的效应量差异非常一致，而且都很大。
