Background. Early research exploring teacher expectations concentrated on the dyadic classroom interactions of teachers with individual students. More recent studies have shown whole class factors to have more significance in portraying teachers’ expectations. Recently teachers having high or low expectations for all their students have been identified. Aims. The aim of the current investigation was to explor ew hether the classroom exchanges of high- and low-expectation teachers differed substantially and might be considere dam echanism for teachers’ expectations. Sample. The participants were 12 primar ys chool teachers from eight schools who had been identified as having expectations for their students’ learning that wer ee ither significantly abov eo rb elow the children’ sa chievement level. The teachers formed thre eg roups called high-expectation, low-expectation and average-progress teachers. Method. The participants were observed twice in the academic year during half-hour reading lessons. Tw op eople observed each lesson, one completing a structured observation protocol and the other ar unning recor da nd audiotape. Results. In contrast to the average progress and low expectation teachers, the high-expectation teachers spent more time providing af ramework for students’ learning, provided their students with more feedback, questioned their students using more higher-order questions, and managed their students’ behaviour more positively. Conclusions. Ther ea ppea rt ob ei mportant difference si nt he classroo m environments fo rt he students of high-expectation, average-progres sa nd low-expectation teachers. The differences apply to both the instructional and socioemotional environments of the classroom. Such disparities ma ya ct as mechanisms for teacher expectation effects. Expectancy theor yh as been refined progressively since the initial study of Rosenthal and Jacobson (1968) which appeared to show that when teacher sh eld expectations of particular students the yi nteracted with their students in differing ways such that their initial, sometimes erroneous ,e xpectations were fulfilled (the self-fulfilling prophec y

Classroom interactions: Exploring the practices of high- and low-expectation teachers.

The quality of teacher–student interactions: Associations with first graders' academic and behavioral outcomes

A study of 25 expert teachers and their shared reading lessons in grades 3–8 suggests that teachers focus their modeling during shared reading in four categories: comprehension, vocabulary, text structures, and text features.

/pdf/shared-readings-modeling-comprehension-vocabulary-text-4aex6xudsy.pdf

Shared Readings: Modeling Comprehension, Vocabulary, Text Structures, and Text Features for Older Readers

Responses to Rose: The Final Report of the Independent Review of the Teaching of Early Reading

Explicit strategy instruction combined with student-directed self-regulation in conjunction with cognitive strategies has proven effective in supporting low-achieving students' reading comprehension. Experts have extended 1 such approach, self-regulated strategy development (SRSD) for the expository reading comprehension Think before reading, think While reading, think After reading (TWA) strategy, by integrating instruction for writing, language development, and prompted discourse into the instructional framework. Researchers have found positive performance effects following SRSD for TWA instruction across reading comprehension and language measures, oral and written summarization, oral and written retelling, and informative essay writing. Findings from 8 empirical studies have provided insights for research and practice.

Teaching Students Who Struggle With Learning to Think Before, While, and After Reading: Effects of Self-Regulated Strategy Development Instruction

There is much current interest in the identification of effective programmes for raising literacy standards. However, the effectiveness of such programmes might vary greatly according to implementation integrity and the preferred teaching styles or behaviours of teachers. This research explored whether highly effective teachers of literacy used teaching behaviours that were independent of any specific programme, whether these were consistent between teachers and different literacy teaching contexts, and whether teacher perceptions corresponded with observations of their behaviour. Five teachers were selected on the basis of high pupil literacy attainment and expert nomination, and observed during shared reading and general literacy teaching contexts. These highly effective literacy teachers tended to utilise similar teaching behaviours, but they did not utilise all behaviours thought to be associated with pupil achievement. Additionally, they utilised effective behaviours more in shared reading sessions than in general literacy sessions. Thus even these highly effective literacy teachers had room for improvement. To some extent the teachers were actually using more complex behaviours than they reported perceiving. They did not appear to perceive their behavioural variation between contexts, nor any under-use of other effective teaching behaviours. The implications for professional practice, professional development and future research are explored.

Effective literacy teaching behaviours

Background: Writing, implementing and evaluating a literacy programme is challenging particularly when the intervention is multi-faceted. In relation to literacy content, certain features have been shown to improve reading attainment (e.g. a systematic phonics programme); however, advice on how to integrate these strands into a whole is less clear. Furthermore, the success of an intervention is arguably as dependent on teacher quality as the literacy components. Evaluation of multi-faceted interventions can fail to explore the relative effects of different elements, whereas single strand interventions may be easier to measure but they can be atypical. It was with these thoughts in mind that the authors developed a literacy programme in North Lanarkshire, Scotland. Purpose: The paper evaluates the impact of a two-year literacy programme on attainment in reading and spelling. Programme description: The literacy programme ‘Think About It’ incorporated three strands: phonemic awareness and phonics instruction...

The longitudinal impact of a comprehensive literacy intervention

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Effective literacy teaching behaviours

The longitudinal impact of a comprehensive literacy intervention