000			01670nam a22001817a 4500
005			20250226103034.0
008			250226b ph ||||| |||| 00| 0 eng d
022			_a0013-5984
040			_cOCT
100			_aJamil Faiza
240			_aThe elementary school journal _hSeptember 2024
245			_aExploring longitudinal associations between teacher expectancy effects and reading achievement among a us nationally representative sample of K-8 students/ _cFaiza Jamil, Abigail Stephan, Amanda Bennett
300			_aVol. 125 (1) pages 52-76 : _bIllustrations: _c24 cm
500			_aTeachers' 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			_aTeacher expectations, expectancy effects, K-8 students
700			_aStephan Abigail, Bennett Amanda
942			_2ddc _cCR _n0
999			_c10262 _d10262