GLE - Grade Level ExpectationsBeginning with Pygmalion in the Classroom (Rosenthal and Jacobson, 1968), an extensive body of research has been developed that describes how teachers' expectations can influence student performance. While it is misleading to state that teacher expectations determine a student's success, the research clearly establishes that teacher expectations do play a significant role in determining how well and how much students learn.
Research into the ways in which teachers interact with their students highlight how teachers form expectations about their students and more importantly how teachers' expectations influence the rigor of assignments they give their students. Particularly noteworthy are the findings of Douglass (1964) and Mackler (1969) on the effects that tracking has on teachers and students, "Teachers' expectations about a student's achievement can be affected by factors having little or nothing to do with the student’s ability and yet these expectations can determine the level of achievement by confining learning opportunities to those available in one's track."
Research into the ways in which teachers interact with their students highlight how teachers form expectations about their students and more importantly how teachers' expectations influence the rigor of assignments they give their students. Particularly noteworthy are the findings of Douglass (1964) and Mackler (1969) on the effects that tracking has on teachers and students, "Teachers' expectations about a student's achievement can be affected by factors having little or nothing to do with the student’s ability and yet these expectations can determine the level of achievement by confining learning opportunities to those available in one's track."
Data Works, an educational software company, examined work assigned by teachers in thousands of classrooms and found that teachers from second grade through high school have reduced their academic expectations of their students. Astonishingly, the research showed that by 5th grade only 2 out of every 100 assignments given to students were at grade level. It would be nice to think that the other 98 assignments were above grade level pushing the students to expand their horizons, however, the chart above suggest otherwise.
It should be remembered that the students often internalize teachers' expectations over time. When this internalization occurs, a student's perseverance and motivation to achieve may decline until the student's ability to achieve is damaged. As a classroom teacher, “How do you determine the rigor of your assignments?”
It should be remembered that the students often internalize teachers' expectations over time. When this internalization occurs, a student's perseverance and motivation to achieve may decline until the student's ability to achieve is damaged. As a classroom teacher, “How do you determine the rigor of your assignments?”
Summary : http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0bam.htm
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