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Forty Studies: What you expect is what you get
Transcript of Forty Studies: What you expect is what you get
What You Get THE END By Kajol Bolaki The study was conducted by Robert Rosenthal, a leading researcher on this methodological issue of whether a teachers expectations have an impact on the students performance.
He was born in 1933 and is a distinguished Professor of Psychology at University of California, Riverside Students and teachers were told they were taking the Harvard Test of Inflected Acquisition, in order to create expectancies, something vital for this experiment. All 18 teachers were given a list of students who made the top 20% on the test, however, the list was purely random, just intended to create expectancies among teachers (a placebo effect). At the end of the year, students were once again given the same test and the differences in results were recorded. Summary of the study
Children for whom the teachers had higher expectations showed greater improvement than did the control students. Interestingly, this pattern was shown mainly among 1st and 2nd grade students and extremely rare among older ones. Results from experiment settings were also reflected in the natural environment. Researcher Variables: Independent Variable: How the students were treated by the teacher.
Dependent Variable: Their performance on the IQ test. Groups: Experimental Group: The children whose teacher was given a list of random expectancies.
Control Group: The children whose class wasn't affected by the experiment. Implications Due to this study, the power of teacher's expectation on student's performance has become an integral part of our understanding of the educational process. An article revealed that it has changed the criteria teachers use to refer their students to a school psychologist. It also showed that various racial groups could have different academic achievements because of teacher's expectations instead of individual differences. Modern Applications Hypothesis When an elementary school teacher is given information such as IQ scores, it creates expectations about that student, leading to unnoticeable behaviors that either encourage or facilitate the performance of the student. Relation to Chapter The chapter is about Intelligence and Section 10 talks about how Schooling affects our intelligence. This study shows that teachers expectations has a huge impact on how intelligent we are depending on the scores of our IQ tests.