Pygmalion in the Classroom: Teacher Expectation and Pupil's Intellectual Development / Edition 1

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More About This Textbook

Overview

The anticipatory expectations of teachers towards children's intellectual ability has a significant impact on children's actual intellectual growth, argues this book. The authors review supportive evidence from the literature and present the results of their own experiment. In their study, teachers were led to believe that 20% of their students, randomly selected, were likely to show an intellectual "spurt" in the coming year. The authors argue that the selected children showed considerably more intellectual growth than their peers. The implications of the study should be obvious to those worried about the effects of race, class, and gender in the classroom. This is a paperbound reprint of the 1992 expanded edition. Annotation ©2003 Book News, Inc., Portland, OR
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Product Details

  • ISBN-13: 9781904424062
  • Publisher: Crown House Publishing
  • Publication date: 5/28/2003
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 280
  • Sales rank: 810,612
  • Product dimensions: 6.04 (w) x 8.98 (h) x 0.63 (d)

Table of Contents

Preface to the Newly Expanded Edition v
Preface vii
1 The Self-Fulfilling Prophecy
1. Everyday Life 3
2. The Healing Professions 11
3. Behavioral Science 21
4. Behavior Science: Intellectual Performance and Learning 31
2 Teacher Expectation
5. The Disadvantaged Child 47
6. The Oak School Experiment 61
7. The Magic Children of Galatea 72
8. Teachers' Assessments 98
9. The Process of Blooming 121
3 Implications
10. Pygmalion's Medium 149
11. Some Methodological Considerations 164
12. Summary and Implications 174
Shaw's Summary 183
Appendix 185
References 219
Indexes 231
4 Pygmalion Effects: An Addendum
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