Becoming a high expectation teacher : raising the bar / Christine Rubie-Davies.

Format:

Book

Author/Creator:

Rubie-Davies, Christine M., author.

Language:

English

Subjects (All):

Effective teaching.

Academic achievement.

Motivation in education.

Physical Description:

xix, 254 pages ; 26 cm

Place of Publication:

Abingdon, Oxon ; New York, NY : Routledge, 2015.

Summary:

We constantly hear cries from politicians for teachers to have high expectations. But what this means in practical terms is never spelled out. Simply deciding that as a teacher you will expect all your students to achieve more than other classes you have taught in the same school, is not going to translate automatically into enhanced achievement for students. Becoming a High Expectation Teacher is a book that every education student, training or practising teacher, should read. It details the beliefs and practices of high expectation teachers - teachers who have high expectations for all their students - and provides practical examples for teachers of how to change classrooms into ones in which all students are expected to learn at much higher levels than teachers may previously have thought possible. It shows how student achievement can be raised by providing both research evidence and practical examples. This book is based on the first ever intervention study in the teacher expectation area, designed to change teachers' expectations through introducing them to the beliefs and practices of high expectation teachers. A holistic view of the classroom is emphasised whereby both the instructional and psychosocial aspects of the classroom are considered if teachers are to increase student achievement. There is a focus on high expectation teachers, and a close examination of what it is that these teachers do in their classrooms that mean that their students make very large learning gains each year. Becoming a High Expectation Teacher explores three key areas in which what high expectation teachers do differs substantially from what other teachers do: the way they group students for learning, the way they create a caring classroom community, and the way in which they use goal setting to motivate students, to promote student autonomy and to promote mastery learning. Areas covered include: formation of teacher expectations, teacher beliefs and expectation, ability grouping and goal setting, enhancing class climate, sustaining high expectations for students Becoming a High Expectation Teacher is an essential read for any researcher, student, trainee or practicing teacher who cares passionately about the teacher-student relationship and about raising expectations and student achievement. Book jacket.

Contents:

Part I A history of teacher expectancy research 1

1 Retracing the steps in teacher expectation research 3

2 Formation of teacher expectations 18

3 Teacher differential behaviour and student outcomes 34

4 Teacher difference and expectations 48

Part II High and low expectation teachers 65

5 Introducing high and low expectation teachers 67

6 The beliefs and practices of high and low expectation teachers 81

7 A teacher expectation intervention 97

Part III A teacher expectation intervention: theoretical and practical perspectives 119

8 High expectation teachers and flexible grouping: a theoretical discussion 121

9 High expectation teachers and flexible grouping: practical applications 133

10 High expectation teachers and class climate: a theoretical discussion 149

11 High expectation teachers and class climate: practical applications 165

12 High expectation teachers and goal setting: a theoretical discussion 183

13 High expectation teachers and goal setting: practical applications 201

14 High expectations for all students: an achievable goal 218.

Notes:

Includes bibliographical references and index.

ISBN:

9780415713368

0415713366

9780415713375

0415713374

OCLC:

866614438