Expectations of Achievement

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Clayson D. E. (2005), ‘Performance overconfidence: Metacognitive effects or misplaced student expectations?’ Journal of Marketing Education 27 (2), 122–9.

Clifton R. A. Bulcock J. W. (1987), ‘Ethnicity, teachers' expectations, and student performances in Ontario schools’, Canadian Journal of Education 12 (2), 294–315.

Cooper H. M. (1985), ‘Models of teacher expectation communication’, in Dusek J. B. , (ed.) Teacher Expectancies, Hillsdale NJ: Erlbaum, pp. 135–58.

Feldman R. S. Theiss A. J. (1982), ‘The teacher and student as Pygmalions: Joint effects of teacher and student expectations’, Journal of Educational Psychology 74 (2), 217–23.

Good T. L. Weinstein R. S. (1986), ‘Classroom expectations: One framework for exploring expectations’, in Zumwalt K. K. , (ed.) 1986 ASCD Yearbook: Improving Teaching, Alexandria VA: Association for Supervision and Curriculum Development.

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Haynes J. Tikly L. Caballero C. (2006), ‘The barriers to achievement for white/black Caribbean pupils in English schools’, British Journal of Sociology of Education 27 (5), 569–83.

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Kuklinski M. R. Weinstein R. S. (2001), ‘Classroom and developmental differences in a path model of teacher expectancy effects’, Child Development 72 (5), 1554–78.

Luzzo D. A. McWhirter E. H. (2001), ‘Sex and ethnic differences in the perception of educational and career-related barriers, and levels of coping efficacy’, Journal of Counseling and Development 79 (1) 61–7.

Ma X. (2001), ‘Participation in advanced mathematics: Do expectation and influence of students, peers, teachers, and parents matter?’ Contemporary Educational Psychology 26 (1), 132–146.

McWhirter E. H. Torres D. M. Salgado S. Valdez M. (2007), ‘Perceived barriers and postsecondary plans in Mexican American and white adolescents’, Journal of Career Assessment 15 (1) 119–38.

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Muller C. (1998), ‘The minimum competency exam requirement, teachers' and students' expectations and academic performance’, Social Psychology of Education 2 (2), 199–216.

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Oakes J. (1985), Keeping Track: How Schools structure Inequality, Binghamton NY: Yale University Press.

Oakes J. (1988), ‘Tracking in mathematics and science education: A structural contribution to unequal schooling’, in Weiss L. (ed), Class, Race and Gender in American Education, Albany New York: State University of New York Press, pp. 106–125.

Oakes J. (1990), ‘Opportunities, achievement, and choice: Women and minority students in science and mathematics’, Review of Research in Education 16, 153–222.

Oakes J. Gamoran A. Page R. N. (1992), ‘Curriculum differentiation, opportunities, outcomes and meanings’, in Jackson P. (ed), Handbook of Research on Curriculum, New York: McMillan, pp. 570–608.

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Peterson E. R. Irving S. E. (2008), ‘Secondary school students' conceptions of assessment and feedback’, Learning and Instruction 18 (3), 238–50.

Rosenthal R. Jacobson L. (1968), Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development, New York: Holt Rinehart & Winston.

Rubie-Davies C. M. (2006), ‘Teacher expectations and student self-perceptions: Exploring relationships’, Psychology in the Schools 43 (5), 537–52.

Rubie-Davies C. M. (2007), ‘Classroom interactions: Exploring the practices of high and low-expectation teachers’, British Journal of Educational Psychology 77 (2), 289–306.

Sowth S. C. Oltmanns T. F. Turkheimer E. (2003), ‘Personality and the derogation of others: Descriptions based on self-report and peer report’, Journal of Research in Personality 37 (1), 16–33.

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Tatar M. Horenczyk G. (2000), ‘Parental expectations of their adolescents' teachers’, Journal of Adolescence 23 (4), 487–95.

Tavani C. M. Losh S. C. (2003), ‘Motivation, self-confidence, and expectations as predictors of the academic performances among our high school students’, Child Study Journal 33 (3), 141–51.

Urdan T. Solek M. Schoenfelder E. (2007), ‘Students' perceptions of family influences on their academic motivation: A qualitative analysis’, European Journal of Psychology of Education 22 (1), 7–21.

van der Hoeven-Van Doornum A. A. Voeten M. J. Jungbluth P. (1993), ‘The influence of parents' expectations on school careers’, Tijdschrift voor onderwijs-research 18 (6), 369–79.

Virginia State Department of Education (1992), A Study of Tracking and Ability Grouping in Mathematics and Science Courses in Virginia's Secondary Schools (House Document No. 58. Report of the Department of Education to the Governor and the General Assembly of Virginia), Richmond VA: Virginia State Department of Education.

Visser D. (1987), ‘The relationship of parental attitudes and expectations to children's mathematics achievement behaviour’, Journal of Early Adolescence 7 (1), 1–12.

Weinstein R. S. (2002), Reaching Higher: The Power of Expectations in Schooling, Cambridge MA: Harvard University Press.

Wentzel K. R. (1998), ‘Parents' aspirations for children's educational attainments: Relations to parental beliefs and social address variables’, Merrill-Palmer Quarterly 44 (1), 20–37.

Winn W Wilson A. P. (1983), ‘The affect and effect of ability grouping’, Contemporary Education 54 (2), 119–25.