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Teachers' differential behavior
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/1520-6807(197204)9:2<119::aid-pits2310090203>3.0.co;2-gopenalex-snapshot
Teacher-pupil interaction as a function of location in the classroom
inferredcites →https://doi.org/10.1016/s0065-2601(08)60369-xopenalex-snapshot
Verbal and Nonverbal Communication of Deception
inferredcites →https://doi.org/10.1017/cbo9780511527708.007openalex-snapshot
Pygmalion - 25 years after interpersonal expectations in the classroom
inferredcites →https://doi.org/10.1037//0003-066x.36.11.1452openalex-snapshot
Self-fulfilling and self-sustaining prophecies and the behaviors that realize them.
inferredcites →https://doi.org/10.1037//0022-0663.74.2.166openalex-snapshot
A simple, general purpose display of magnitude of experimental effect.
inferredcites →https://doi.org/10.1037//0022-0663.74.5.678openalex-snapshot
Student perceptions of differential teacher treatment in open and traditional classrooms.
inferredcites →https://doi.org/10.1037//0022-0663.76.2.236openalex-snapshot
Student perceptions of differential teacher treatment as moderators of teacher expectation effects.
inferredcites →https://doi.org/10.1037//0022-0663.78.6.441openalex-snapshot
Classroom context of student-perceived differential teacher treatment.
inferredcites →https://doi.org/10.1037//0022-0663.82.4.683openalex-snapshot
Measuring and changing teachers' differential behavior as perceived by students and teachers.
inferredcites →https://doi.org/10.1037//0022-3514.37.2.195openalex-snapshot
Personality correlates of susceptibility to biasing information.
inferredcites →https://doi.org/10.1037//0022-3514.40.3.553openalex-snapshot
Performance and personality correlates of teachers' susceptibility to biasing information.
inferredcites →https://doi.org/10.1037//0022-3514.42.3.541openalex-snapshot
Teachers' judgment of students' potential as a function of teachers' susceptibility to biasing information.
inferredcites →https://doi.org/10.1037/0003-066x.35.10.867openalex-snapshot
Expectancy confirmation processes arising in the social interaction sequence.
inferredcites →https://doi.org/10.1037/0003-066x.45.6.775openalex-snapshot
How are we doing in soft psychology?
inferredcites →https://doi.org/10.1037/0022-0663.71.4.421openalex-snapshot
Student perceptions of teacher interactions with male high and low achievers.
inferredcites →https://doi.org/10.1037/0022-0663.74.4.459openalex-snapshot
Pygmalion, Galatea, and the Golem: Investigations of biased and unbiased teachers.
inferredcites →https://doi.org/10.1037/0022-0663.75.5.631openalex-snapshot
Research on the self-fulfilling prophecy and teacher expectations.
inferredcites →https://doi.org/10.1037/0022-0663.82.4.637openalex-snapshot
The teacher's pet phenomenon: Rate of occurrence, correlates, and psychological costs.
inferredcites →https://doi.org/10.1037/0022-3514.37.2.273openalex-snapshot
Sex differences in eavesdropping on nonverbal cues.
inferredcites →https://doi.org/10.1037/0022-3514.56.1.89openalex-snapshot
Nonverbal communication and leakage in the behavior of biased and unbiased teachers.
inferredcites →https://doi.org/10.1037/0033-2909.97.3.363openalex-snapshot
Mediation of interpersonal expectancy effects: 31 meta-analyses.
inferredcites →https://doi.org/10.1037/0033-295x.93.4.429openalex-snapshot
Self-fulfilling prophecies: A theoretical and integrative review.
inferredcites →https://doi.org/10.1037/h0028315openalex-snapshot
Behavioral expression of teachers' attitudes toward elementary school students.
inferredcites →https://doi.org/10.1037/h0034069openalex-snapshot
Behavioral expression of teacher attitudes.
inferredcites →https://doi.org/10.1037/h0036006openalex-snapshot
Detecting deception from the body or face.
inferredcites →https://doi.org/10.1080/0022027890210402openalex-snapshot
Twenty years of classroom climate work: progress and prospect
inferredcites →https://doi.org/10.1080/00220671.1992.9941148openalex-snapshot
Transparency of Teacher Expectancies Across Language, Cultural Boundaries
inferredcites →https://doi.org/10.1080/00332747.1969.11023575openalex-snapshot
Nonverbal Leakage and Clues to Deception †
inferredcites →https://doi.org/10.1080/00405848509543139openalex-snapshot
Research perspectives on communication in classrooms
inferredcites →https://doi.org/10.1080/00405848509543145openalex-snapshot
Nonverbal behavior, race, and the classroom teacher
inferredcites →https://doi.org/10.1080/00405848509543150openalex-snapshot
Nonverbal communication and the study of teaching
inferredcites →https://doi.org/10.1080/00461528309529271openalex-snapshot
Student perception in classrooms
inferredcites →https://doi.org/10.1080/0144341810010206openalex-snapshot
Rows Versus Tables: an example of the use of behavioural ecology in two classes of eleven‐year‐old children
inferredcites →https://doi.org/10.1080/0144341830030201openalex-snapshot
Quantity and Quality of Work in Rows and Classroom Groups
inferredcites →https://doi.org/10.1080/0144341840040304openalex-snapshot
Variation in Question Rate as a Function of Position in the Classroom
inferredcites →https://doi.org/10.1080/0144341870070405openalex-snapshot
Rows versus Tables. II. The Effects of Two Classroom Seating Arrangements on Classroom Disruption Rate, On‐task Behaviour and Teacher Behaviour in Three Special School Classes
inferredcites →https://doi.org/10.1086/442863openalex-snapshot
Physical and Psychological Distance in the Classroom
inferredcites →https://doi.org/10.1086/461605openalex-snapshot
The "Teacher's Pet" Phenomenon as Viewed by Israeli Teachers and Students
inferredcites →https://doi.org/10.1111/j.1467-8624.1987.tb01442.xopenalex-snapshot
Pygmalion and the Student: Age and Classroom Differences in Children's Awareness of Teacher Expectations
inferredcites →https://doi.org/10.1111/j.2044-8279.1989.tb03103.xopenalex-snapshot
WHEN LESS INFORMATION IS MORE INFORMATIVE: DIAGNOSING TEACHER EXPECTATIONS FROM BRIEF SAMPLES OF BEHAVIOUR
inferredcites →https://doi.org/10.1111/j.2044-8279.1993.tb01042.xopenalex-snapshot
Seating locations of sociometrically measured student types: methodological and substantive issues
inferredcites →https://doi.org/10.1177/000494418002400307openalex-snapshot
Teacher Questions: Frequency and Distribution in a Sample of Papua New Guinea High Schools
inferredcites →https://doi.org/10.1177/001391657682005openalex-snapshot
Location and Interaction in Row-and-Column Seating Arrangements
inferredcites →https://doi.org/10.1177/0013916580122008openalex-snapshot
Classroom Seating Location, Student Grades, and Attitudes
inferredcites →https://doi.org/10.1177/014303438700800402openalex-snapshot
Use of Classroom Environment Assessments in School Psychology
inferredcites →https://doi.org/10.1177/019263658106544822openalex-snapshot
Student Characteristics and Teaching. By Jere Brophy and Carolyn Everston. New York: Longman, Inc., 1981
inferredcites →https://doi.org/10.1177/105345127901500103openalex-snapshot
Comparison of Two Common Classroom Seating Arrangements
inferredcites →https://doi.org/10.17763/haer.40.3.h0m026p670k618q3openalex-snapshot
Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education
inferredcites →https://doi.org/10.2307/1162838openalex-snapshot
Some Correlates of Teachers' Expectancy Bias
inferredcites →https://doi.org/10.2307/1162885openalex-snapshot
Students as Judges of Teachers' Verbal and Nonverbal Behavior
inferredcites →https://doi.org/10.2307/1163117openalex-snapshot
Nonverbal and Verbal Behavior of Preschool, Remedial, and Elementary School Teachers
inferredcites →https://doi.org/10.2307/1170451openalex-snapshot
Classroom Factors Affecting Students' Self-Evaluations: An Interactional Model
inferredcites →https://doi.org/10.2307/1175728openalex-snapshot
"Pygmalion" Effects: Existence, Magnitude, and Social Importance
inferredcites →https://doi.org/10.2307/2070758openalex-snapshot
Advances in Experimental Social Psychology, Vol. 19
inferredcites →https://doi.org/10.2307/2093905openalex-snapshot
Personal Space: The Behavioral Basis of Design.
inferredcites →https://doi.org/10.3102/00346543049003389openalex-snapshot
Pygmalion Grows Up: A Model for Teacher Expectation Communication and Performance Influence
inferredcites →https://doi.org/10.3102/00346543049004577openalex-snapshot
The Physical Environment of the School: A Review of the Research
inferredcites →https://doi.org/10.4135/9781483346243.n347openalex-snapshot
Teacher–Student Relationships
inferredcites →https://doi.org/10.4324/9780203856062-10openalex-snapshot
Communication in the Classroom
inferredcites →https://doi.org/10.4324/9781315807140openalex-snapshot
Applications of Nonverbal Behavioral Theories and Research
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.4671389openalex-extracted
Multilevel Classroom Climate Profiles: Associations with Competence Beliefs, Task Value, Behavioral Engagement, and Academic Achievement
inferred← citeshttps://doi.org/10.1002/ets2.12374openalex-snapshot
Culturally Responsive Assessment: Provisional Principles
inferred← citeshttps://doi.org/10.1002/pits.20169openalex-snapshot
Teacher expectations and student self-perceptions: Exploring relationships
inferred← citeshttps://doi.org/10.1002/pits.20463openalex-snapshot
A prospective investigation of teacher preference and children's perceptions of the student–teacher relationship
inferred← citeshttps://doi.org/10.1002/tea.21936openalex-snapshot
The role of equitable classroom cultures for supporting interest in science
inferred← citeshttps://doi.org/10.1007/1-4020-5742-3_7openalex-snapshot
Teachers’ Nonverbal Behavior and its Effects on Students
inferred← citeshttps://doi.org/10.1007/978-0-387-73317-3_52openalex-snapshot
Teaching and Nonverbal Behavior in the Classroom
inferred← citeshttps://doi.org/10.1007/978-1-4020-5666-6_5openalex-snapshot
Teachers’ Nonverbal Behavior and its Effects on Students
inferred← citeshttps://doi.org/10.1007/978-1-4419-0564-2_6openalex-snapshot
Understanding the Role of Teacher Appraisals in Shaping the Dynamics of their Relationships with Students: Deconstructing Teachers’ Judgments of Disruptive Behavior/Students
inferred← citeshttps://doi.org/10.1007/978-1-4939-0542-3_6openalex-snapshot
Girls Leading Outward (GLO): A School-Based Leadership Intervention to Promote Resilience for At-Risk Middle School Girls
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Student Feedback on Teaching in Schools
inferred← citeshttps://doi.org/10.1007/978-3-030-75150-0_6openalex-snapshot
Understanding (Dis)Agreement in Student Ratings of Teaching and the Quality of the Learning Environment
inferred← citeshttps://doi.org/10.1007/978-3-031-25613-4_3openalex-snapshot
Teaching Effectiveness Revisited Through the Lens of Practice Theories
inferred← citeshttps://doi.org/10.1007/s10212-013-0205-2openalex-snapshot
Teacher–student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups
inferred← citeshttps://doi.org/10.1007/s10212-015-0264-7openalex-snapshot
Pupils’ self-perceptions: the role of teachers’ judgment controlling for big-fish-little-pond effect
inferred← citeshttps://doi.org/10.1007/s10212-025-00974-2openalex-snapshot
Teacher expectations: associations with need supportive teaching and students’ need satisfaction
inferred← citeshttps://doi.org/10.1007/s10648-022-09706-0openalex-snapshot
A Framework for Motivating Teacher-Student Relationships
inferred← citeshttps://doi.org/10.1007/s10648-023-09788-4openalex-snapshot
Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories
inferred← citeshttps://doi.org/10.1007/s10919-005-2744-yopenalex-snapshot
Guessing Teachers’ Differential Treatment Of High- And Low-Achievers From Thin Slices Of Their Public Lecturing Behavior
inferred← citeshttps://doi.org/10.1007/s10984-016-9216-7openalex-snapshot
Moving beyond means: revealing features of the learning environment by investigating the consensus among student ratings
inferred← citeshttps://doi.org/10.1007/s11218-007-9031-1openalex-snapshot
Perceived organizational structure for teacher liking: the role of peers’ perceptions of teacher liking in teacher–student relationship quality, motivation, and achievement
inferred← citeshttps://doi.org/10.1007/s11218-013-9215-9openalex-snapshot
The impact of accountability on teachers’ assessments of student performance: a social cognitive analysis
inferred← citeshttps://doi.org/10.1007/s11218-020-09603-wopenalex-snapshot
Sixty seconds about each student–studying qualitative and quantitative differences in teachers’ knowledge and perceptions of their students
inferred← citeshttps://doi.org/10.1007/s11218-021-09638-7openalex-snapshot
Students’ self-evaluation bias of school competence and its link to teacher judgment in elementary school
inferred← citeshttps://doi.org/10.1007/s11218-021-09654-7openalex-snapshot
Teacher expectation effects in Chinese junior high schools: Exploring links between teacher expectations and student achievement using a hierarchical linear modelling approach
inferred← citeshttps://doi.org/10.1007/s11218-023-09831-wopenalex-snapshot
Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes
inferred← citeshttps://doi.org/10.1007/s11218-026-10231-zopenalex-snapshot
The longitudinal relationship between teacher and parental autonomy support, homework effort, and academic achievement in Turkish lessons
inferred← citeshttps://doi.org/10.1007/s11423-006-9009-2openalex-snapshot
Project-based learning in an internship program: A qualitative study of related roles and their motivational attributes
inferred← citeshttps://doi.org/10.1007/s11577-021-00779-3openalex-snapshot
Macht Ähnlichkeit den Unterschied? Wenn sozioökonomisch benachteiligte Schülerinnen und Schüler von sozial ähnlichen Lehrkräften unterrichtet werden
inferred← citeshttps://doi.org/10.1007/s11618-022-01119-7openalex-snapshot
Teacher judgements, student social background, and student progress in primary school: a cross-country perspective
inferred← citeshttps://doi.org/10.1007/s12310-022-09504-7openalex-snapshot
The Impact of Student–Teacher Relationships on Black Middle School Boys
inferred← citeshttps://doi.org/10.1007/s13384-011-0047-3openalex-snapshot
Academic outcomes from between-class achievement grouping: the Australian primary context
inferred← citeshttps://doi.org/10.1007/s35834-024-00460-7openalex-snapshot
Biased teacher expectations of students with migration backgrounds: Analysis with nationality stereotype clusters
inferred← citeshttps://doi.org/10.1007/s42010-025-00231-xopenalex-snapshot
Eine Untersuchung der Beziehung von Bullying, schulleistungsbezogener Wettbewerbsorientierung und leistungsorientierter Lehrkraftpräferenz
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Joint contributions of peer acceptance and peer academic reputation to achievement in academically at-risk children: Mediating processes
inferred← citeshttps://doi.org/10.1016/j.appdev.2013.06.003openalex-snapshot
Classroom context, teacher expectations, and cognitive level: Predicting children's math ability judgments
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2017.03.004openalex-snapshot
Teacher liking as an affective filter for the association between student behavior and peer status
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2019.101799openalex-snapshot
Students’ and teachers’ perceptions of goal structures – Will they ever converge? Exploring changes in student-teacher agreement and reciprocal relations to self-concept and achievement
inferred← citeshttps://doi.org/10.1016/j.jecp.2019.104671openalex-snapshot
Teachers’ Nonverbal Behaviors Influence Children’s Stereotypic Beliefs
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Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis
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Effect of peer nominations of teacher–student support at individual and classroom levels on social and academic outcomes
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Our teacher likes you, so I like you: A social network approach to social referencing
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Achievement goals for teaching as predictors of students' perceptions of instructional practices and students' help seeking and cheating
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2018.07.011openalex-snapshot
The use of learner response systems in the classroom enhances teachers' judgment accuracy
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102088openalex-snapshot
Differences between low and high achievers in whole-classroom dialogue participation quality
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2026.102476openalex-snapshot
Teachers’ language-promoting questions in primary classroom discourse: Relations with teacher expectations and student learning
inferred← citeshttps://doi.org/10.1016/j.lindif.2016.08.040openalex-snapshot
Are teacher beliefs gender-related?
inferred← citeshttps://doi.org/10.1016/j.lindif.2019.01.008openalex-snapshot
Child-centered and teacher-directed practices in relation to calculation and word problem solving skills
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102631openalex-snapshot
Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement
inferred← citeshttps://doi.org/10.1016/j.lindif.2026.102918openalex-snapshot
Perceived motivational support in elementary school: Perceptual agreement and its associations with academic outcomes
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Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries
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Lien entre sources proximales de soutien social et désengagement scolaire : le sentiment de privation relative comme signal d’alerte
inferred← citeshttps://doi.org/10.1016/j.ssresearch.2023.102938openalex-snapshot
Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US
inferred← citeshttps://doi.org/10.1016/j.tate.2008.02.015openalex-snapshot
The role of elementary teachers’ conceptions of closeness to students on their differential behaviour in the classroom
inferred← citeshttps://doi.org/10.1016/j.tate.2014.09.006openalex-snapshot
Teacher behavior as a mediator of the relationship between teacher judgment and students' motivation and emotion
inferred← citeshttps://doi.org/10.1016/j.tics.2021.04.006openalex-snapshot
Beyond students: how teacher psychology shapes educational inequality
inferred← citeshttps://doi.org/10.1016/s0022-4405(97)00048-4openalex-snapshot
Are We Missing the Forest for the Trees? Considering the Social Context of School Violence
inferred← citeshttps://doi.org/10.1017/9781108235532openalex-snapshot
The Cambridge Handbook of Applied School Psychology
inferred← citeshttps://doi.org/10.1017/9781108235532.001openalex-snapshot
Broadening the Focus of School Psychology Practice
inferred← citeshttps://doi.org/10.1017/9781108235532.002openalex-snapshot
Enhancing Reading Motivation in Schools
inferred← citeshttps://doi.org/10.1017/9781108235532.003openalex-snapshot
Addressing “Won’t Do” Issues in Mathematics
inferred← citeshttps://doi.org/10.1017/9781108235532.004openalex-snapshot
Learning Disabilities in Mathematics
inferred← citeshttps://doi.org/10.1017/9781108235532.005openalex-snapshot
Executive Function and School Performance
inferred← citeshttps://doi.org/10.1017/9781108235532.007openalex-snapshot
Helping Teachers Use Progress Monitoring Data for Intervention Decisions
inferred← citeshttps://doi.org/10.1017/9781108235532.008openalex-snapshot
Supporting Teachers in Tier 1 Instruction: Use of Coaching and Formative Assessment
inferred← citeshttps://doi.org/10.1017/9781108235532.009openalex-snapshot
The Academic Support Index: A Tool for Contextualizing Student Data
inferred← citeshttps://doi.org/10.1017/9781108235532.010openalex-snapshot
Belonging in Schools: A Social Psychological Perspective
inferred← citeshttps://doi.org/10.1017/9781108235532.011openalex-snapshot
Cross-Race/Ethnic Friendships in School
inferred← citeshttps://doi.org/10.1017/9781108235532.012openalex-snapshot
Self-Regulated Learning in School Contexts
inferred← citeshttps://doi.org/10.1017/9781108235532.013openalex-snapshot
School Environments that Facilitate Delaying Gratification
inferred← citeshttps://doi.org/10.1017/9781108235532.014openalex-snapshot
Understanding and Cultivating Hope in School
inferred← citeshttps://doi.org/10.1017/9781108235532.015openalex-snapshot
School Settings that Facilitate High Teacher Expectations
inferred← citeshttps://doi.org/10.1017/9781108235532.016openalex-snapshot
Parental Autonomy and Relatedness Support
inferred← citeshttps://doi.org/10.1017/9781108235532.017openalex-snapshot
Preventing and Minimizing Stereotype Threat in School Settings
inferred← citeshttps://doi.org/10.1017/9781108235532.018openalex-snapshot
The Hidden Classroom: How Gender Stereotypes Impact Academic Achievement
inferred← citeshttps://doi.org/10.1017/9781108235532.019openalex-snapshot
Internalizing Problems and Disorders of Childhood
inferred← citeshttps://doi.org/10.1017/9781108235532.020openalex-snapshot
Adolescent Suicidal Behavior in Schools: What to Know and What to Do
inferred← citeshttps://doi.org/10.1017/9781108235532.021openalex-snapshot
Emotional Disturbance versus Social Maladjustment
inferred← citeshttps://doi.org/10.1017/9781108235532.022openalex-snapshot
Autism Spectrum Disorder and Illegal Acts
inferred← citeshttps://doi.org/10.1017/9781108235532.023openalex-snapshot
Effective Bullying Prevention and Intervention Strategies for School Professionals
inferred← citeshttps://doi.org/10.1017/9781108235532.024openalex-snapshot
Principles of Prevention and Intervention to Close Discipline Gaps in Schools
inferred← citeshttps://doi.org/10.1017/9781108235532.025openalex-snapshot
Social and Emotional Learning in Schools
inferred← citeshttps://doi.org/10.1017/9781108235532.026openalex-snapshot
Impairments Related to Medical Conditions
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Psychological Considerations for Asthma
inferred← citeshttps://doi.org/10.1017/9781108235532.028openalex-snapshot
Substance Use and Misuse Prevention: Guidance for Practitioners
inferred← citeshttps://doi.org/10.1017/9781108235532.029openalex-snapshot
Coordinating Services with Nonschool Providers
inferred← citeshttps://doi.org/10.1017/9781108235532.030openalex-snapshot
Parent–Teacher Relationships
inferred← citeshttps://doi.org/10.1017/9781108235532.031openalex-snapshot
The School Psychologist’s Role in Facilitating the Transition to College
inferred← citeshttps://doi.org/10.1017/9781108235532.032openalex-snapshot
Transition from School to Work within a Theory-based Problem-Solving Framework
inferred← citeshttps://doi.org/10.1017/9781108235532.033openalex-snapshot
School Psychologists in Early Childhood Settings
inferred← citeshttps://doi.org/10.1017/9781108235532.034openalex-snapshot
Identifying and Serving Gifted and Talented Students
inferred← citeshttps://doi.org/10.1017/9781108235532.035openalex-snapshot
How Best to Serve Court-Involved Youth in Schools
inferred← citeshttps://doi.org/10.1017/9781108235532.036openalex-snapshot
School-Based Interventions for Refugee Children and Adolescents
inferred← citeshttps://doi.org/10.1017/9781108235532.037openalex-snapshot
Rising to the Challenge: A School Psychology for All Students
inferred← citeshttps://doi.org/10.1023/a:1011302418327openalex-snapshot
Social Status and the Academic Achievement Gap: A Social Dominance Perspective
inferred← citeshttps://doi.org/10.1023/a:1012780232587openalex-snapshot
On the conception and measurement of popularity: more facts and some straight conclusions
inferred← citeshttps://doi.org/10.1023/b:casw.0000028453.79719.65openalex-snapshot
Risk and Resilience Ecological Framework for Assessment and Goal Formulation
inferred← citeshttps://doi.org/10.1024/1010-0652/a000190openalex-snapshot
Stabilität, Bezugsnormorientierung und Auswirkungen derUrteilsgenauigkeit
inferred← citeshttps://doi.org/10.1024/1010-0652/a000251openalex-snapshot
Individuelle Beteiligung am Unterrichtsgespräch in Grundschulklassen: Wer ist (nicht) beteiligt und welche Konsequenzen hat das für den Lernerfolg?
inferred← citeshttps://doi.org/10.1026/0049-8637/a000212openalex-snapshot
Geschlechtsspezifische Erwartungseffekte in Mathematik
inferred← citeshttps://doi.org/10.1037/0022-0663.95.3.553openalex-snapshot
Teachers' brief nonverbal behaviors in defined instructional situations can predict students' evaluations.
inferred← citeshttps://doi.org/10.1037/1076-898x.11.4.245openalex-snapshot
The Psychological Price of Media Bias.
inferred← citeshttps://doi.org/10.1037/a0038890openalex-snapshot
Impact of psychotherapist expectations on client outcomes.
inferred← citeshttps://doi.org/10.1057/9781137437327_1openalex-snapshot
How Genetics Can Help Education
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Capturing instructional differentiation in educational research: investigating opportunities and challenges
inferred← citeshttps://doi.org/10.1080/00220973.2017.1370686openalex-snapshot
Teachers' Assessments of Students' Achievements: The Ecological Validity of Studies Using Case Vignettes
inferred← citeshttps://doi.org/10.1080/00313831.2017.1307272openalex-snapshot
Associations Between Reading Skills, Interest in Reading, and Teaching Practices in First Grade
inferred← citeshttps://doi.org/10.1080/01443410.2025.2599789openalex-snapshot
The longitudinal stability of student perceptions of teacher expectations and its association with academic self-concept and social withdrawal
inferred← citeshttps://doi.org/10.1080/01619569509538822openalex-snapshot
Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools
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Kindergarten Expectations and Outcomes: Understanding the Influence of Educator and Child Expectations on Children’s Self-Regulation, Early Reading, and Vocabulary Outcomes
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Teacher perceptions of the mathematical potential of students in special education in the Netherlands
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Curriculum choice and success in the first two grades of secondary education: students, classes, or schools?
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Teacher Expectations and their Need Support and Thwarting: An SDT Perspective on Ethnic and Socioeconomic Inequality in Education
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The Roles of Student-Teacher Relationship Quality and Classroom Self-Regulatory Supports for Children’s Self-Regulatory Skills in Kindergarten and First Grade
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An Observational Study of Multicultural Education in Urban Elementary Schools
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Investigating the Pedagogy of Poverty in Inner-City Middle Level Schools
inferred← citeshttps://doi.org/10.1080/10967494.2018.1478918openalex-snapshot
Who Creams? Explaining the Classroom Cream-Skimming Behavior of School Teachers from a Street-Level Bureaucracy Perspective
inferred← citeshttps://doi.org/10.1080/13598139.2013.841092openalex-snapshot
How to persuade honors students to go the extra mile: creating a challenging learning environment
inferred← citeshttps://doi.org/10.1080/13664530.2012.753946openalex-snapshot
Reconsidering differential behaviors: reflection and teacher judgment when forming classroom relationships
inferred← citeshttps://doi.org/10.1080/13664530.2018.1464503openalex-snapshot
Uncovering expected teaching actions in attention-demanding teaching situations
inferred← citeshttps://doi.org/10.1080/13803611.2018.1550836openalex-snapshot
Viewing students consistently: how stable are teachers’ expectations?
inferred← citeshttps://doi.org/10.1080/13803611.2018.1550841openalex-snapshot
Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective
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Multimodal teachers behaviors in online music classes for Chinese primary and secondary schools: an analysis of six demonstration videos
inferred← citeshttps://doi.org/10.1086/461943openalex-snapshot
Teacher-Student Interaction in Urban At-Risk Classrooms: Differential Behavior, Relationship Quality, and Student Satisfaction with School
inferred← citeshttps://doi.org/10.1086/705899openalex-snapshot
Examining the Racial Attitudes of White Pre-K–12 Educators
inferred← citeshttps://doi.org/10.1093/sf/soz177openalex-snapshot
Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom
inferred← citeshttps://doi.org/10.1108/978-1-61735-809-820251011openalex-snapshot
Teachers as Managers of Students’ Peer Context
inferred← citeshttps://doi.org/10.1111/1467-8624.7402014openalex-snapshot
Variable Effects of Children's Aggression, Social Withdrawal, and Prosocial Leadership as Functions of Teacher Beliefs and Behaviors
inferred← citeshttps://doi.org/10.1111/cch.70349openalex-snapshot
Examining Educators' Understanding and Application of Learnings From an Online Brain Injury Professional Development Module —TeachABI
inferred← citeshttps://doi.org/10.1111/josh.13001openalex-snapshot
Understanding the Needs of Ontario Educators in Supporting Students With Acquired Brain Injury in the Classroom
inferred← citeshttps://doi.org/10.1155/2020/2471956openalex-snapshot
Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement
inferred← citeshttps://doi.org/10.11606/t.48.2019.tde-11042019-115419openalex-snapshot
Crenças e expectativas sobre ensinar/aprender a ser professor de língua estrangeira: (representações de graduandos, formadores e agentes governamentais: o caso da formação docente inicial na Unifesspa)
inferred← citeshttps://doi.org/10.1177/016146811511700907openalex-snapshot
Pygmalion in the Classroom and the Home: Expectation's Role in the Pipeline to STEMM
inferred← citeshttps://doi.org/10.1177/1474904118810939openalex-snapshot
Does a lack of teachers’ recognition of students with migration background contribute to achievement gaps?
inferred← citeshttps://doi.org/10.1186/s40359-024-01973-6openalex-snapshot
Development of Chinese college students’ perception teacher differential behavior scale and its reliability and validity test
inferred← citeshttps://doi.org/10.1207/s15326985ep3804_2openalex-snapshot
Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development
inferred← citeshttps://doi.org/10.1207/s15374424jccp2802_5openalex-snapshot
Influence of the teacher-student relationship in childhood conduct problems: A prospective study
inferred← citeshttps://doi.org/10.1348/000709905x53589openalex-snapshot
Expecting the best for students: Teacher expectations and academic outcomes
inferred← citeshttps://doi.org/10.14349/rlp.2019.v51.n3.4openalex-snapshot
Factors that bias teacher expectations: Findings from Chile
inferred← citeshttps://doi.org/10.15760/etd.6113openalex-snapshot
Student Motivation Profiles as a Diagnostic Tool to Help Teachers Provide Targeted Support
inferred← citeshttps://doi.org/10.17615/8546-ec54openalex-snapshot
Association Between Teacher Liking and Student Characteristics, and the Influence of Job Satisfaction and Peer Social Preference
inferred← citeshttps://doi.org/10.18130/v3n55topenalex-snapshot
Teachers' Deficit and Dynamic Thinking in Advanced Placement Classes: Exploring the Nature of Teacher-Student Classroom Interactions
inferred← citeshttps://doi.org/10.18251/ijme.v24i2.2533openalex-snapshot
The Wrong Tools for the Job: Teachers' Voices on Cultural Capital Mismatch
inferred← citeshttps://doi.org/10.2147/prbm.s420978openalex-snapshot
The Effect of Teacher Discrimination Behavior on Adolescent Suicidal Ideation: A Cross-Sectional Survey
inferred← citeshttps://doi.org/10.22318/cscl2023.131890openalex-snapshot
Quantifying Differences in Students’ Participation Patterns in Classroom Discussions
inferred← citeshttps://doi.org/10.26686/wgtn.17059793openalex-snapshot
Identifying pedagogical innovation in cultural minority classrooms: A cultural historical activity theory and appreciative inquiry perspective in the Philippines and New Zealand
inferred← citeshttps://doi.org/10.29333/ejmste/105610openalex-snapshot
The Relationship between Teacher-student Relationship and Academic Achievement: The Mediating Role of Self-efficacy
inferred← citeshttps://doi.org/10.3102/0002831210374644openalex-snapshot
The Unequal Effect of Adequate Yearly Progress
inferred← citeshttps://doi.org/10.3102/0013189x17727270openalex-snapshot
Racial Attitudes of PreK–12 and Postsecondary Educators: Descriptive Evidence From Nationally Representative Data
inferred← citeshttps://doi.org/10.3102/0013189x20937240openalex-snapshot
Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes
inferred← citeshttps://doi.org/10.3102/1439776openalex-snapshot
Understanding Educator Expectations in Kindergarten: The Influence of Expectations on Children's Self-Regulation and Early Literacy Outcomes
inferred← citeshttps://doi.org/10.31219/osf.io/mkh4sopenalex-snapshot
Teachers’ Growth Mindsets and the Differential Treatment of High- and Low-Ability Students
inferred← citeshttps://doi.org/10.31234/osf.io/qcd83openalex-snapshot
Elementary School Teachers’ Growth Mindsets Predict Their Differential Treatment of High Versus Low Ability Students
inferred← citeshttps://doi.org/10.31244/9783830997320openalex-snapshot
Die Effekte von Schule auf Leistungsentwicklung und Leistungsunterschiede nach sozialer Herkunft. Eine Längsschnittstudie zu Ursachen von und Maßnahmen gegen Bildungsungleichheiten
inferred← citeshttps://doi.org/10.3389/feduc.2025.1712000openalex-snapshot
Who benefits from teaching quality: the role of prior achievement in Czech lower secondary schools
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.712447openalex-snapshot
Teacher Expectations and Parental Stress During Emergency Distance Learning and Their Relationship to Students’ Perception
inferred← citeshttps://doi.org/10.35765/hw.2022.2160.10openalex-snapshot
Being Right or Builing Relationships? – positive discipline in the school classroom
inferred← citeshttps://doi.org/10.4236/ce.2016.715219openalex-snapshot
Motivation Expectations and Motivational Styles Adopted by the Physical Education Teacher towards His Students: A Study in a Natural Context of Teaching and Learning
inferred← citeshttps://doi.org/10.4236/ce.2017.83024openalex-snapshot
Study of Methods to Improve the Counselors’ Scientific Research
inferred← citeshttps://doi.org/10.4324/9780203872475openalex-snapshot
The Social Psychology of the Classroom
inferred← citeshttps://doi.org/10.4324/9781315652535-17openalex-snapshot
Pygmalion and the Classroom After 50 Years
inferred← citeshttps://doi.org/10.5817/cz.muni.m280-0127-2022openalex-snapshot
Práce učitele s žákovskou chybou v komunikaci s celou třídou
inferred← citeshttps://doi.org/10.7249/rr4259openalex-snapshot
School and Classroom Climate Measures: Considerations for Use by State and Local Education Leaders
inferred← citeshttps://doi.org/10.7282/t3v986rbopenalex-snapshot
Social-emotional context and academic competence
inferred← citeshttps://doi.org/10.7939/r3pm1nopenalex-snapshot
Teacher Attributions for Behavior Disorders and Their Relationship to Expectations and Self-Efficacy
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