This volume revisits and updates theory and research on self-fulfilling prophecies and other aspects of the effects of teachers' expectations in classrooms. The introductory chapter describes the waxing and waning of a flurry of research on the self-fulfilling prophecy effects of teachers' expectations concerning students' learning potentials, then identifies current aspects of research on this topic that are evident in contemporary work on teacher efficacy, student motivation, gender, student diversity, equity, and many other aspects of contemporary discussions of schooling. Two literature review and synthesis chapters follow, one on teacher expectations and the other on teacher efficacy.Then come six chapters presenting work on expectation-related issues: teachers' efficacy perceptions with respect to difficult-to-teach students, the mutual adaptations that occur between teachers and students as they condition one anothers' expectations and actions, expectation-related phenomena in urban high schools, the teacher's pet phenomenon and other expectation- and attitude-related aspects of teacher-student interaction that affect students' attitudes, students' negative reactions to differential treatment by teachers and the effects of intervention studies designed to maximize the equity and quality of students' educational experiences, and the labeling effects associated with special education diagnoses. The volume concludes with a discussion chapter that synthesizes, critiques, and draws connections across chapters, identifies accomplishments to date, and suggest next steps in extending research on this important topic.
Teacher expectations (L. Jussim et al.). The antecedents and consequences of teacher efficacy (J.A. Ross). Teacher efficacy and the vulnerability of the difficult-to-teach student (L.C. Soodak, D.M. Podell). Expectations and beyond: the development of motivation and learning in a classroom context (P. Salonen et al.). Shared expectations: creating a joint vision for urban schools (C.D. Ennis). Preferential affect: the crux of the teacher expectancy issue (E. Babad). Expectancy effects in "context": listening to the voices of students and teachers (R.S. Weinstein, C. McKown). When stigma becomes self-fulfilling prophecy: expectancy effects and the causes, consequences, and treatment of peer rejection (M.J. Harris et al.). Research on the communication of performance expectations: a review of recent perspectives (T.L. Good, E. Thompson).