Zandberg, Nadia (2024) Teacher Expectation Stability for Student Achievement in Reading and Mathematics with Gender as a Moderator. Master thesis, Educational Sciences.
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Abstract
Teacher expectations correlate with student academic achievement and are often biased due to societal stereotypes, contributing to gender disparities in student academic achievement. This study had two primary goals. The first was determining whether teacher expectations were stable for students’ reading and mathematics achievement over one academic year. The second was to determine whether there was a significant difference in teacher expectation stability depending on teacher and student gender. Participants in this study were 83 teachers from 12 schools in New Zealand from varying socioeconomic regions. The student participants of this study were primary students between ages 8 and 10 and intermediate school students between 11 and 12 years old (N = 2536). Correlations coefficients of students’ test scores and teacher expectation residuals were calculated to examine the teacher expectation stability for reading and mathematics achievement and compared to determine any gender differences. The results showed that teacher expectations were stable across one academic year and increased in stability towards the end of the year. Even though male and female teacher expectation stability differed at the beginning of the academic year for reading and mathematics, these differences faded out towards the end of the year. It was concluded that teacher expectations were stable over the year and that teacher and student gender did not impact teacher expectation stability. Keywords: teacher expectation stability, student academic achievement, gender
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Timmermans, A.C. |
| Degree programme: | Educational Sciences |
| Differentiation route: | Onderwijskunde [Master Educational Sciences] |
| Date Deposited: | 08 Jul 2024 12:28 |
| Last Modified: | 08 Jul 2024 12:28 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/3730 |
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