An interpretive analysis of teacher expectations in early childhood education
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Genevieve Hunter Arnold (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Lois V. Edinger
Abstract: The purpose of this study was to broaden the existing field of teacher expectation research by examining the following dimensions of the teacher expectation phenomenon: (a) How do teachers in early childhood education develop their expectations for student success and failure within the classroom social system? (b) How are the stereotypes of the “good” and ‘bad” student related to teacher expectations of the “model” or “ideal” student? (c) How are these expectations and stereotypes reflected in the daily life of young children? (d) How do teacher expectations for the model or ideal student affect the development and implementation of the basic curriculum?
An interpretive analysis of teacher expectations in early childhood education
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Created on 1/1/1985
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1985
- Subjects
- Early childhood education
- Early childhood education $x Curricula
- Teacher-student relationships