This article presents findings from a qualitative case study focusing on teachers’ communication concerning expectations and responsibilities in different schools. The study indicates the following: (1) the connection between structural expectations and responsibility is important, (2) different expectation structures provide different opportunities for collective responsibility, and (3) expectations from others and towards others in a learning community can limit or expand opportunities to learn from each other. These findings enable a discussion on how teachers’ responsibility depends on schools’ expectations and also raise questions about teachers’ expectations towards themselves and the quality of the schools’ expectations towards the teachers.
AasebøT.MidtsundstadJ. H.WillberghI. (2017). Teaching in the age of accountability. Restrained by school culture?Journal of Curriculum, 49, 273–290.
2.
AlvessonM.SköldbergK. (1994). Tolkning och reflektion. Vetenskapsfilosofi och kvalitativ metod [Interpretation and reflection: Philosophy of science and qualitative method]. Lund, Sweden: Studentlitteratur.
3.
BæckU. B. K. (2016). Rural location and academic success: Remarks on research, contextualisation and methodology. Scandinavian Journal of Educational Research, 60, 435–448.
4.
BakerJ. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211–229.
5.
BankstonC.CaldasS. J. (1996). Majority African American schools and social injustice: The influence of de facto segregation on academic achievement. Social Forces, 75, 535–555.
6.
BohnsackR. (2004). Group discussion and focus groups. In FlickU.SteinkeI.JennerB.KardorffE. V. (Eds.), A companion to qualitative research (pp. 214–221). London, England: SAGE.
7.
BoothT.AinscowM.Black-HawkinsK.VaughanM.ShawL. (2000). Index for inclusion. Bristol, UK: Centre for Inclusive Studies in Education.
8.
CaneP. (2002). Responsibility in law and morality. Oxford, UK: Hart.
9.
ClaessensL.van TartwijkJ.PenningsH.Van der WantA.VerloopN.Den BrokP.WubblesT. (2016). Beginning and experienced secondary school teachers’ self- and student schema in positive and problematic teacher–student relationships. Teacher and Teacher Education, 55, 88–99.
10.
de JongR. J.Van TartwijkJ.VerloopN.VeldmanI.WubbelsT. (2012). Teachers’ expectations of teacher–student interaction: Complementary and distinctive expectancy patterns. Teaching and Teacher Education: An International Journal of Research and Studies, 28, 948–956.
11.
DiamondJ. B.RandolphA.SpillaneJ. P. (2004). Teachers’ expectations and sense of responsibility for students learning: The importance of race, class, and organizational Habitus. Anthropology & Education Quarterly, 35, 75–98.
12.
EdlingS.FrelinA. (2013). Doing good? Interpreting teachers’ given and felt responsibilities for pupils’ well-being in the age of measurement. Teachers and Teaching: Theory and Practice, 19, 419–432. doi:10.1080/13540602.2013.770234
13.
FendH. (2006). Neue Theorie der Schule: Einführung in das Verstehen von Bildungssystemen [New school theories: Introduction to understanding education systems]. Wiesbaden, Germany: VS Verlag für Sozialwissenschaften.
14.
FreibergH. J.LambS. M. (2009). Dimensions on person-centered classroom management. Theory into Practice, 48, 99–105.
15.
FullanM.QuinnJ. (2015). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corvin Press.
16.
HamreB. K.PiantaR. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638.
17.
HargreavesA. (2002). Sustainability of educational change: The role of social geographies. Journal of Educational Change, 3, 189–214.
18.
Holfve-SabelM. A. (2014). Learning, interaction and relationships as components of student well-being: Differences between classes from student and teacher perspective. Social Indicators Research, 119, 1535–1555.
19.
HorvatE. M.AntonioA. L. (1999). ‘Hey, those shoes are out of uniform’: African American girls in an elite high school and the importance of habitus. Anthropology & Education Quarterly, 30, 317–342. doi:10.152/aeq.1999.30.3.317
20.
IsenbargerL.ZembylasM. (2007). The emotional labour of caring in teaching. Teaching and Teacher Education, 22, 120–134. doi:10.1016/j.tate.2005.07.002
21.
JentoftN. (2017). Innovation practices in schools: The impact of different models of organization on the practice of Norwegian municipalities. Improving Schools, 20, 161–177.
22.
JohanssonU. (1998). Om ansvarsföreställningar i teori och praktik. [On conceptions of responsibility in theory and practice]. Relevant About Women’s research, 2, 9–11.
23.
KeatingS.O’ConnorU. (2012). The shifting role of the special needs assistant in Irish classrooms: A time for change?European Journal of Special Needs Education, 27, 533–544.
24.
LeeV. E.LoebS. (2000). School size in Chicago elementary schools: Effects on teachers’ attitudes and student achievement. American Educational Research Journal, 37, 3–32.
25.
LeeV. E.SmithJ. B. (2001). High school restructuring and student achievement. New York, NY: Teachers College Press.
26.
MartinA. J.DowsonM. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79, 327–365. doi:10-3102/00308325583
27.
OstermannK. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323–367.
28.
PermerK.PermerL.-G. (1994) Begreppet ansvar: en litteraturgenomgång och en empirisk studie i skolan [The concept of responsibility: A literary review and an empirical study in school]. Kristiansand, Norway: Högskolan.
29.
PhillipsD.SchweisfurthM. (2008). Comparative and international education: An introduction to theory, method and practice. London, England: Continuum International Publishing Group.
30.
RoscignoV. J. (2000). Family/school inequality and African-American/Hispanic achievement. Social Problems, 47, 266–290.
31.
RoscignoV. J.VélezM. B.Ainsworth-DarnellJ. W. (2001). Language minority achievement, family inequality, and the impact of bilingual education. Race and Society, 4, 69–88.
32.
RosenthalR.JacobsonL. (1968). Pygmalion in the classroom (In Holt, Rinehart & Winston). The Urban Review, 3, 16–20.
33.
Rubie-DaviesC.PetersonE. R.SibleyC. G.RosenthalR. (2015). A teacher expectation intervention: Modelling the practices of high expectation teachers. Contemporary Educational Psychology, 40, 72–85.
34.
Rubie-DaviesC.RosenthalR. (2016). Intervening in teachers’ expectations: A random effect meta-analytic approach to examining the effectiveness of an intervention. Learning and Individual Differences, 50, 83–92.
Seashore LouisK.DretzkeB.WahlstromK. (2010). How does leadership affect student achievement? Results from a national US survey. School Effectiveness and School Improvement, 21, 315–226.
37.
SeidelT.ShavelsonR. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77, 454–499.
38.
StakeR. E. (2005). Qualitative case studies. In DenzinN. K.LuincolnY. S. (Eds.), The SAGE handbooks of qualitative research (3rd ed., pp. 443–466). Thousand Oaks, CA: SAGE.
39.
StithI.RothW. M. (2010). Teaching as meditation: The cogenerative dialouge and ethical understandings. Teaching and Teacher Education: An International Journal of Research and Studies, 26), 363–370.
40.
TimmermansA. C.De BoerH.Van der WertM. P. C. (2016). An investigation of the relationship between teachers’ expectations and teachers’ perceptions of students’ attributes. Social Psychology of Education, 19, 217–240.
41.
VanblaereB.DevosG. (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teaching and Teacher Education, 57, 26–38.
42.
WentzelK. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89, 411–419.
43.
WubbelsT.BrekelmansM.den BrokP.WijsmanL.MainhardT.van TartwijkJ. (2014). Teacher–student relationships and classroom management. In EmmerE. T.SabornieE.EvertsonC.WeinsteinC. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (2nd ed., pp. 363–386). New York, NY: Routledge.
44.
ZandvlietD.den BrokP.MainhardT. (Eds.) (2014). Interpersonal relationships in education: From theory to practice (pp. 9–24). Rotterdam, The Netherlands: Sens Publishers.
