ABSTRACT

Although much literature highlights the importance of teacher expectations for students’ academic success, a very small number of studies used large-scale data to examine school-level factors associated with group-level teacher expectations – defined as expectations that teachers have for many students in their class or school, rather than for a specific student – in the US context. Using contextual data provided by mathematics and science teachers participating in the High School Longitudinal Study of 2009, the current study addressed this issue with paying attention to the roles of principal support and professional learning community in group-level teacher expectations. We found that both principal support and professional learning community were positively associated with group-level teacher expectations, even after controlling for other variables. We also found that much of the relationship between principal support and group-level teacher expectations was explained by professional learning community. Theoretical and policy implications are discussed.

抽象的

尽管许多文献都强调了教师期望对学生学业成功的重要性，但极少数研究使用大规模数据来检验与小组水平教师期望相关的学校水平因素-定义为教师对许多学生的期望。他们的班级或学校，而不是针对特定的学生-在美国范围内。利用参加2009年“高中纵向研究”的数学和科学教师提供的上下文数据，本研究通过关注校长支持和专业学习社区在小组级教师期望中的作用来解决此问题。我们发现，主要的支持和专业的学习社区都与小组级老师的期望成正相关，即使在控制其他变量之后。我们还发现，专业学习社区解释了校长支持与小组级教师期望之间的关系。理论和政策含义进行了讨论。