ABSTRACT This study provides a systematic review of the effects of 19 teacher expectation interventions. Prior research on teacher expectations primarily focussed on correlational relationships with student and teacher characteristics, leaving open the questions of whether it is possible to raise teacher expectations and to prevent (too) low expectations from having detrimental effects on student achievement. These questions were the scope of the current review. We distinguished 3 types of interventions: changing teacher behaviour, creating awareness of expectancy effects, and addressing the beliefs underlying the expectations. The results indicated that it was possible to raise teacher expectations and subsequent student achievement. We found summary effects of Hedges’ g = 0.38 and 0.30, respectively. The narrative review suggested that the intervention type did not affect the effectiveness, but teacher support for the intervention did. However, verification of this suggestion with moderator analysis was not possible due to the limited number of interventions.

中文翻译：

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教师期望干预对教师期望和学生成绩的影响：叙事回顾和荟萃分析

摘要这项研究对19种教师期望干预措施的效果进行了系统的综述。先前关于教师期望的研究主要集中在与学生和教师特征的相关关系上，而未解决以下问题：是否有可能提高教师期望并防止（过低的）期望对学生成绩产生不利影响。这些问题是当前审查的范围。我们区分了三种类型的干预措施：改变教师的行为，建立对预期效果的认识以及解决预期期望的信念。结果表明有可能提高老师的期望和随后的学生成绩。我们发现对冲的汇总效应分别为g = 0.38和0.30。叙述性评论表明，干预类型不会影响效果，但教师对干预的支持会影响效果。但是，由于干预措施的数量有限，因此无法通过主持人分析验证该建议。