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Teachers matter: expectancy effects in Chinese university English-as-a-foreign-language classrooms.

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Title: Teachers matter: expectancy effects in Chinese university English-as-a-foreign-language classrooms.
Authors: Li, Zheng (AUTHOR), Rubie-Davies, Christine Margaret (AUTHOR)
Source: Studies in Higher Education. Nov2017, Vol. 42 Issue 11, p2042-2060. 19p.
Subjects: English as a foreign language, Teacher expectations, Academic achievement, Teachers, Undergraduates
Abstract: This study was designed to investigate teacher expectation effects for intact student groups (rather than individuals) in tertiary settings, which have been little studied in the literature. The participants were 50 teachers and their 4617 first-year undergraduate students learning English as a foreign language at two universities in China. Hierarchical Linear Modeling was employed for data analysis and the major findings were: (1) class-level teacher expectations had significant effects on student year-end academic achievement; (2) teachers who held high (or low) expectations for all students in one class, held high (or low) expectations for all their classes and (3) teacher-level expectancies had significant effects on student academic achievement after one school year. This study provided evidence that the contextual factors of tertiary education and curriculum areas may contribute to salient teacher expectation effects. Furthermore, the findings add weight to the argument that teacher expectation effects are a function of teacher beliefs rather than student factors. [ABSTRACT FROM PUBLISHER]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Teachers matter: expectancy effects in Chinese university English-as-a-foreign-language classrooms.
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Zheng%22">Li, Zheng</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rubie-Davies%2C+Christine+Margaret%22">Rubie-Davies, Christine Margaret</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Nov2017, Vol. 42 Issue 11, p2042-2060. 19p.
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  Data: <searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+expectations%22">Teacher expectations</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink>
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  Label: Abstract
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  Data: This study was designed to investigate teacher expectation effects for intact student groups (rather than individuals) in tertiary settings, which have been little studied in the literature. The participants were 50 teachers and their 4617 first-year undergraduate students learning English as a foreign language at two universities in China. Hierarchical Linear Modeling was employed for data analysis and the major findings were: (1) class-level teacher expectations had significant effects on student year-end academic achievement; (2) teachers who held high (or low) expectations for all students in one class, held high (or low) expectations for all their classes and (3) teacher-level expectancies had significant effects on student academic achievement after one school year. This study provided evidence that the contextual factors of tertiary education and curriculum areas may contribute to salient teacher expectation effects. Furthermore, the findings add weight to the argument that teacher expectation effects are a function of teacher beliefs rather than student factors. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1080/03075079.2015.1130692
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      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 2042
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      – SubjectFull: English as a foreign language
        Type: general
      – SubjectFull: Teacher expectations
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      – SubjectFull: Academic achievement
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      – SubjectFull: Teachers
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      – SubjectFull: Undergraduates
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              Text: Nov2017
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