Becoming a High Expectation Teacher: Raising the bar

ISBN-13: 9780415713375 / Angielski / Miękka / 2014 / 254 str.

Christine Rubie-Davies

Opis

We constantly hear cries from politicians for teachers to have high expectations. But what this means in practical terms is never spelled out. Simply deciding that as a teacher you will expect all your students to achieve more than other classes you have taught in the same school, is not going to translate automatically into enhanced achievement for students. This title details the beliefs and practices of high expectation teachers - teachers who have high expectations for all their students - and provides practical examples for teachers of how to change classrooms into ones in which all students are expected to learn at much higher levels than teachers may previously have thought possible.

Spis treści

Part I A history of teacher expectancy research  1 Retracing the steps in teacher expectation research  2 Formation of teacher expectations  3 Teacher differential behaviour and student outcomes  4 Teacher difference and expectations  Part II High and low expectation teachers  5 Introducing high and low expectation teachers  6 The beliefs and practices of high and low expectation teachers  7 A teacher expectation intervention  Part III A teacher expectation intervention: theoretical and practical perspectives  8 High expectation teachers and flexible grouping: a theoretical discussion  9 High expectation teachers and flexible grouping: practical applications  10 High expectation teachers and class climate: a theoretical discussion  11 High expectation teachers and class climate: practical applications  12 High expectation teachers and goal setting: a theoretical discussion  13 High expectation teachers and goal setting: practical applications  14 High expectations for all students: an achievable goal

O autorze

Christine Rubie-Davies is Associate Professor and Head of School Learning, Development and Professional Practice at the University of Auckland in New Zealand. Her primary research area is in teacher expectations. She was a primary school teacher for around 20 years, before moving into a university environment.