Abstract
This study projects student voices about how they experience their teacher expectations of them. Previous research has shown an association between teacher expectations and student achievement, but this is the first study to explain the process through which students reconcile with their teacher expectations of them. Grounded theory research methods were used to construct substantive theory together with the 25 Year 10 students that participated, using classroom observation and interview data. The theory explains how students respond and act to increase their achievement when they experience teachers who instil confidence, teach effectively, establish relationships and provide a needs-fulfilling classroom environment.
Original language | English |
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Qualification | Doctor of Philosophy |
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Award date | 9 Dec 2020 |
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Publication status | Unpublished - 2020 |
Embargo information
- Embargoed from 14/07/2021 to 30/06/2023. Made publicly available on 30/06/2023.