Exploring longitudinal associations between teacher expectancy effects and reading achievement among a us nationally representative sample of K-8 students/ (Record no. 10262)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 01670nam a22001817a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250226103034.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250226b ph ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| International Standard Serial Number | 0013-5984 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | OCT |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Jamil Faiza |
| 240 ## - UNIFORM TITLE | |
| Uniform title | The elementary school journal |
| Medium | September 2024 |
| 245 ## - TITLE STATEMENT | |
| Title | Exploring longitudinal associations between teacher expectancy effects and reading achievement among a us nationally representative sample of K-8 students/ |
| Statement of responsibility, etc. | Faiza Jamil, Abigail Stephan, Amanda Bennett |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | Vol. 125 (1) pages 52-76 : |
| Other physical details | Illustrations: |
| Dimensions | 24 cm |
| 500 ## - GENERAL NOTE | |
| General note | Teachers' expectations of student capabilities can meaningfully affect future achievement. However, the consistency of teachers' expectations over time and their differential impact by student gender and ethnicity have not been thoroughly investigated in the context of students reading achievement. The current study investigates the longitudinal influence of teacher expectancy effects on student achievement through a novel measurement approach that considers classroom context while drawing on cognitive assessments and teacher ratings collected through the large, nationally representative Early Childhood Longitudinal Study Kindergarten data set (N = 8,503 students). Results of the autoregressive cross-lagged models with five time points between kindergarten and eighth grade indicate teachers' expectations of students' reading achievement are not significantly associated from one time point to the next, though their effects increase |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | Teacher expectations, expectancy effects, K-8 students |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Stephan Abigail, Bennett Amanda |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Continuing Resources |
| Suppress in OPAC | No |
No items available.