Free amature cam 2 cam - Symbolic interactionism dating

Teacher expectancies, however, do not necessarily need to be overt or consciously performed in order to impact student behavior.

For example, if a student is mistakenly placed in a remedial reading group, s/he may not be given the opportunity for advanced reading because the teacher does not expect him/her to do well and therefore misses the signs that the student can handle more advanced material.

Because the students in this group had been randomly selected, they represented all levels of ability and were not, in fact, all from the top 20 percent of students as rated by the pretests.

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Interactionists have studied the teacher expectancy effect and found that it is particularly important in the lower grades (i.e., through grade 3).

For example, Rosenthal and Jacobson (1968, as cited in Fritzberg, 2001) administered a verbal and reasoning pretest to elementary school students and then randomly selected a sample of 20 percent of the students and designated them as "spurters" from whom teachers could expect superior performance.

Students often pick up on their teachers' expectations of them and perform accordingly.

The teacher expectancy effect is the impact of a teacher's expectations of a student's performance or achievement on the actual performance or achievement of that student.

Conflict theorists see this as a way of reinforcing social stratification by reinforcing children so that they stay within their class.

Symbolic interactionists, on the hand, see the interactions between students and teachers as a prime way to help students improve.

The formal curriculum articulates the prescribed subject matter that is taught to the student such as basic skills (i.e., reading, writing, spelling, arithmetic) or more advanced or elective courses (e.g., art, music, ecology).

In addition, some theorists posit that students are also taught the agenda of a hidden curriculum, or the standards of proper behavior for a society or culture that are taught within the school system.

In this type of self-fulfilling prophecy, the student may pick up on subtle (or not so subtle) cues from the teacher about how well s/he should be performing.

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