ABSTRACT Previous studies have indicated that, although some teachers have substantial expectation effects on student outcomes, the effects for most teachers are only small. Furthermore, teacher expectations are associated with key pedagogical differences related to teacher beliefs about providing instruction and support for learning. The aim of this study was to explore (a) teacher-level differences in the level and differentiation of expectations, (b) associations between teacher differences in expectations and teacher background and beliefs, and (c) relationships with subsequent student performance. Secondary analyses were performed on data for 42 teachers and their students in New Zealand. The results were supportive of the notion that some teachers were differentiating more between students in their expectations than others. Teachers who differentiated more perceived students generally as more competent, but felt less related to the school team, and perceived more classroom stress. Differentiation in expectations was negatively related to end-of-year mathematics scores.

中文翻译：

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教师的期望水平或期望的差异程度是否有所不同？老师的期望，老师的背景和信念以及随后的学生表现之间的关系

摘要以前的研究表明，尽管一些教师对学生的学习成绩有很大的期望作用，但对大多数教师而言，影响很小。此外，教师的期望与关键的教学差异有关，这些差异与教师关于为学习提供指导和支持的信念有关。这项研究的目的是探索（a）期望水平和差异方面的教师水平差异；（b）期望差异，教师背景和信念之间的教师关联；以及（c）与随后学生表现的关系。对新西兰的42名教师及其学生的数据进行了二次分析。结果支持以下观点：有些教师在学生期望方面比其他教师有更多差异。区别对待更多感知学生的教师通常更胜任，但与学校团队的联系较少，并认为课堂压力更大。期望的差异与年终数学成绩负相关。