Teacher expectations and language in a classroom context

Abstract

The systematic review explores the influence of pupil gender on the judgements of teachers. It considers whether pupil gender is a factor in teachers’ decisions and expectations of pupil academic outcomes.
The findings from these studies indicated that there were gender-based differences in expectations which were linked with SEND, personal qualities and characteristics, and different academic subjects. Teachers also used gender-based reasoning to explain the causes of underachievement. Studies also indicated observable differences in teacher behaviours in the classroom. This review suggests that one reason for differing outcomes in such studies is the contrasting methodologies between using assessment data and using fictional vignettes.
The mixed method empirical study explores the nature of, and differences between teacher language use in whole class contexts compared with small groups. Observation data showed that there was a significant interaction between type of language used and the context. Semi-structured interviews explored teachers’ thinking and attitudes about their language use and five analytic themes were generated. These are discussed with direct reference to the Stages of Change model (Prochaska & Di Clemente, 1982).
Helping children learn requires a breadth of thinking that includes adjusting the environment (e.g., making use of small group contexts) adapting language for individual pupils, and the careful use of non-verbal communication. A checklist resource is developed and offered to support teacher reflections on their use of language and to consider the reorienting of strategies to further think about enabling learning and promoting positive environments.

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Identifiers

ORCID for Rebecca Sharon Thompson: orcid.org/0000-0002-4358-2616

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