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Rosenthal & Jacobson (1968). Teachers' Expectations. Rosenthal and Jacobson designed an experiment to discover whether teachers' expectations of student ability would affect attainment. They conducted their experiment in an American Primary school, (posing as educational psychologists) where approximately one
self-fulfilling prophecy (Merton, 1948)—erroneous teacher expectations may lead students to perform at levels consistent with those expectations (Brophy &. Good, 1974; Rosenthal & Jacobson, 1968). It is not clear, however, that the evidence justifies condemnations of teachers for their supposed role in creating injustices.
What Rosenthal and Jacobson hoped to determine by this experiment Lenore Jacobson is an elementary school principal in the South San Francisco September 1968 I 17 the social influence processes employed were neither unintended nor very subtle. Effects of teachers' expectations are likely to be both. Minority
sistance to such children reinforcing the assumption that they are likely to fail? Would the children do appreciably better if their teachers could be induced to expect more of them? SOURCE: “Teacher Expectations for the Disadvantaged" by Robert Rosenthal and Lenore F. Jacobson from Scienti?c American, April. 1968, vol.
1 Robert Rosenthal and Lenore Jacobson. Pt/a- mnlion in the Classroom. New York: Holt, Rinehart and Winston, Inc.. 1968. - Arthur R. Jensen. "Hov Much Can We. Boost IQ and Scholastic Achievement?" Harvard. Educational Revieu 39 (1): 1-124: Winter 1969. CHARLOTTE P. TAYLOR* genetic differences. This study
One good example, showing the diversity, range, and context dependency of mediators, comes from an examination of behaviors in the Pygmalion effect—an effect where teachers affect student outcomes based on their expectations of the student's performance (Rosenthal & Jacobson, 1968). The analysis examined 31
Robert Rosenthal, a leading researcher on this methodological issue, has demonstrated the experimenter expectancy effect in Those questions formed the basis of Rosenthal and Jacobson's study. THEORETICAL those children did show greater intellectual development" (Rosenthal & Jacobson, 1968, p. 85).
September 1968 , Volume 3, Issue 1, pp 16–20 | Cite as What Rosenthal and Jacobson hoped to determine by this experiment was the degree (if any) to which changes in teacher expectation produce changes in Lenore Jacobson is an elementary school principal in the South San Francisco Unified School District.
In the teaching and researching domain, the “Pygmalion effect" was also called “Rosenthal effect" because of the classic experiment by Rosenthal and Jacobson (1968; summarized by Pintrich and Schunk, 1996). At the beginning of the academic year, Rosenthal and Jacobson told the teachers that this test was to predict
CC/NUMBER 7. FEBRUARY 18, 1980. This Week's Citation Classic. Rosenthal R & Jacobson L. Pygmalion in the classroom: teacher expectation and pupils' intellectual development. New York: Holt, Rinehart & Winston, 1968. 240 p. [Harvard Univ., Boston, MA and South San Francisco Unified Sch. District, San. Francisco
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