ABSTRACT Over the past 50 years, research has shown that teacher expectations can influence student outcomes. Many studies have examined within-year effects. There is, however, a paucity of research that has investigated the stability of teachers’ expectations across a single year, and there are no studies that have examined stability beyond 1 year. The current study examined the stability of 94 teachers’ expectations within 3 separate years and across 3 years in mathematics and reading. In both subject areas, teachers’ expectations remained relatively stable from beginning to end-of-year for each separate year and also across 3 years. Additionally, teachers who under- or overestimated their students by more than half a standard deviation continued to do so across all periods in the study. This was despite the teachers having different students each year. The study suggests that teachers view students’ capabilities similarly despite having different student cohorts.

中文翻译：

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始终如一地观察学生：教师的期望稳定吗？

摘要在过去的50年中，研究表明，老师的期望会影响学生的学习成绩。许多研究检查了年内影响。但是，很少有研究调查过一年中教师期望值的稳定性，也没有研究检查过一年以上的稳定性。当前的研究检查了94名教师在3年内以及3年内在数学和阅读方面的期望值的稳定性。在这两个学科领域中，教师的期望从每年开始到年末每年都保持相对稳定，并且跨越三年。此外，在研究的所有阶段中，低估或高估学生一半以上标准偏差的老师继续这样做。尽管老师每年都有不同的学生。这项研究表明，尽管学生群体不同，但教师对学生能力的看法相似。