Document Type

Journal Article

Publication Title

Learning and Instruction

Volume

80

Publisher

Elsevier

School

School of Education

RAS ID

44750

Comments

This is an Accepted Manuscript of an article published by Elsevier in LEARNING AND INSTRUCTION, available online: https://doi.org/10.1016/j.learninstruc.2022.101580

Johnston, O., Wildy, H., & Shand, J. (2022). ‘That teacher really likes me’-Student-teacher interactions that initiate teacher expectation effects by developing caring relationships. Learning and Instruction, 80, article 101580.

https://doi.org/10.1016/j.learninstruc.2022.101580

Abstract

Teacher expectations are associated with student academic achievement, but no research has generated new theory that explains how teacher expectation effects occur from students' perspectives. A substantive theory explaining the process through which students reconcile with their teachers' expectations is presented in this paper, emphasising the role of caring student-teacher relationships in teacher expectation effects on academic achievement. The theory was constructed with 25 grade 10 participants across three Western Australian secondary schools, with data including 100 interviews and 175 classroom observations. The analysis and synthesis of the data confirmed that the students acted in ways that they reflected improved their academic attainment when their teachers communicated high expectations of them. Noddings' enduring philosophy of the ‘ethic of care’ is used as a discussion framework, emphasising implications for how teachers practise and learn to interact with their students so that they can initiate positive teacher expectation effects on student learning.

DOI

10.1016/j.learninstruc.2022.101580

Access Rights

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Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Research Themes

Society and Culture

Priority Areas

Diverse, equitable, informed and productive communities, schools and workplaces

Available for download on Saturday, August 31, 2024

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