Teachers rated responsibility and expected performance of first and second grade students. Actual classroom interaction was observed; high or low expectation was related to teacher praise or criticism. Other relationships between teacher expectation, perceived personal responsibility, teacher rating of responsibility, and teacher feedback behavior…

Post high school expectancies of high school students were compared to their high school grades in a longitudinal study. The results clearly indicate that the causal ordering is from grades to expectancies, rather than the reverse. (Author/JKS)

This paper reports an investigation into the expectations on which third form pupils based their choices of subjects to study for "0" level and CSE examinations, and compares these with the criteria which fourth year pupils suggested that the third years ought to take account of in choosing their subjects. (Editor)

Results of a national survey of pupil expectations of teachers' classroom behaviors are analyzed according to respondents' race, sex, socioeconomic status, and fathers' occupations. (GW)

Subjects with first names that teachers considered desirable differed significantly from children with undesirable names, on variability, flexibility of self-description, conflict, personality integration, expectations and aspirations about achievement behavior, and standardized achievement scores. (Author/BW)

Investigated were the effects of learning potential and teacher expectancies on the IQ, school achievement, and teacher ratings of 58 educable mentally retarded students (7-15 years old). (CL)

In this statement prepared for an orientation program for incoming law students, focus is on the general objectives of legal training and on student expectations. (LBH)

Are there different evaluative perceptions among groups of student teachers completing a variety of special and demanding student teaching projects? Are satisfaction levels higher or lower for pre-service teachers who serve in ethnic minority communities? This exploratory 1975 study attempted to answer those questions by focusing on possible…

This research reexamines the expectancy-improvement data from an earlier study showing significant correlation with 10 of 15 measures of patient improvement and patient expectancy. (Editor/RK)

Applies R. Edmonds' five factors for elementary school improvement to a goal-setting process at Callaway High School in Jackson, Mississippi. The goals and objectives involve instructional leadership and focus, a safe and orderly school environment, high expectations for students, and program evaluation. Outlines the decision-making process and…

Sixty-four 10- to 12-year-olds (N=64), identified as gifted, average, or educable mentally retarded (EMR), were administered tasks in which failure/success were manipulated. Assessment indicated that gifted students credited success to low task difficulty, had initially high expectations which lowered following failure, and persisted more with…

Found parent-youth sentiment and power varied markedly among four continuous groups of 443 drug-using/drug-abstaining youth between the ages of 9 and 17. Suggests that prosocial behaviors are enhanced when behavioral expectations are clearly specified and reinforced with praise, encouragement, and other positive rewards. (Author/NB)

U.S. educational systems and schools are now organized primarily for student custody and administrative convenience. This article describes how to redesign schools to achieve better educational results by focusing on an outcomes-based paradigm, illustrated by the High Success program being tried in various high schools. Includes four figures and…

Mothers of learning-disabled (N=15) and normally achieving (N=16) elementary-school boys administered an academic task to their children, and mothers' expectations and attributions for their sons' performance were assessed. Mothers of learning disabled pupils held lower performance expectations, provided more negative nonverbal responses, and more…

The dilution of the high school curriculum in the last several decades results not from teachers' intellectual convictions, or lack of them, but from their belief in classroom survival. Student attitudes, not teacher attitudes, need to be changed. (MSE)