ABSTRACT This special issue marks the 50th anniversary of the landmark Pygmalion experiment (Rosenthal & Jacobson, 1968). It offers contributions from across the globe, attesting to universal features of teacher expectancy effects. Reviews of this history underscore controversy, advances, and few intervention studies. Empirical studies emphasise teacher expectancy effects at group, classroom, and school levels, contrast expectation measures, and explore longitudinal and developmental perspectives, advancing the field. Despite headway, I argue that the field’s contested history has stifled its fullest investigation. Conclusions drawn – not replicable, small and dissipating effects, and largely accurate teacher expectations – have underestimated Pygmalion’s power and limited investment in intervention research to promote positive educational prophecies, especially for students placed at the margins. It is time for a greater articulation of the conditions under which expectancy effects are most powerful. It is also time to apply our tremendous knowledge towards the design and evaluation of positive expectancy interventions.

中文翻译：

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皮格马利翁（Pygmalion）50岁：在学校中利用其力量和应用

摘要本期专刊纪念具有里程碑意义的皮格马利翁（Pygmalion）实验50周年（Rosenthal＆Jacobson，1968）。它提供了来自全球的贡献，证明了教师期望效应的普遍特征。对这段历史的评论强调了争议，进展和很少的干预研究。实证研究强调了教师在小组，教室和学校各级的预期效果，对比了预期指标，并探索了纵向和发展的观点，从而推动了这一领域的发展。尽管取得了进展，但我认为该领域的争议历史扼杀了其最全面的调查。得出结论–不可复制，影响小而耗散，以及对老师的期望大致正确–低估了皮格马利翁（Pygmalion）的能力，并且在干预研究方面的投入有限，无法促进正面的教育预言，尤其是对处于边缘地位的学生。现在是时候进一步阐明预期效果最有效的条件了。现在也该将我们的丰富知识应用于积极预期干预措施的设计和评估。