Through classroom interactions, teachers provide their students with different opportunities to learn. Some kinds of interactions elicit more learning activities than others. With differential treatment of students, teachers may exacerbate or reduce achievement differences in their classroom. In addition, differential interactions may contribute to teacher expectation effects, with teachers treating their high-expectation students more favourably. This study investigated how differential teacher-student interactions are related to students’ mathematics achievement and teachers’ expectations. In eight fourth-grade classrooms in the Netherlands, interactions between teachers and students (N = 152) were observed in maths lessons. Data regarding teachers’ expectations about their students and mathematics achievement tests scores were collected. Analyses indicated that there were relations between teacher expectations and teachers’ classroom interactions. Teachers gave more direct turns and more directive feedback to their low-expectation students, who were also the students who performed low in maths. After controlling for actual achievement, it appeared that students for whom the expectations were lower than could be expected based on their performance received more direct turns and directive task-related feedback. These results point to the existence of teacher expectation effects.

中文翻译：

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老师对学生有不同的对待吗？师生互动与教师期望和学生成就的关系的观察性研究

通过课堂互动，老师为学生提供了不同的学习机会。某些类型的交互比其他类型引起更多的学习活动。通过对学生的不同对待，老师可能会加剧或减少他们课堂上的成就差异。此外，差异化的互动可能有助于提高教师的预期效果，使教师更看好高期望的学生。这项研究调查了师生互动的差异如何与学生的数学成绩和老师的期望相关。在荷兰的八个四年级教室中，师生之间的互动（N = 152）在数学课上被观察到。收集有关教师对学生的期望和数学成绩测验分数的数据。分析表明，教师期望与教师课堂互动之间存在联系。老师给他们的低期望学生提供了更多的直接转机和更多的指导性反馈，他们也是数学成绩低下的学生。在控制了实际成绩之后，看来根据其表现期望值低于预期的学生会收到更多直接回合和与任务相关的指导性反馈。这些结果表明教师期望效应的存在。