The Urban Review

, Volume 18, Issue 4, pp 253–268

Teacher beliefs toward academically at risk students in inner urban schools

  • Linda F. Winfield
Article

DOI: 10.1007/BF01112132

Cite this article as:
Winfield, L.F. Urban Rev (1986) 18: 253. doi:10.1007/BF01112132

Abstract

Research has consistently documented that teacher expectations influence student outcomes. These expectations are communicated via specific classroom behaviors and practices that differ substantially for high- vs. low-expectation students. Expectations, to a large extent, are a part of a personal belief system influenced by prior experience with diverse students, teachers' role definition, knowledge of appropriate strategies and techniques, and support services available. In urban schools where there are large proportions of academically at-risk students, these factors interact to determine whether or not students receive instruction necessary to improve their low achievement levels.

Copyright information

© Agathon Press, Inc. 1986

Authors and Affiliations

  • Linda F. Winfield
    • 1
  1. 1.Department of Educational Leadership & Policy Studies, College of EducationTemple UniversityPhiladelphia

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