ABSTRACT
Teachers will know their pupils, if not through their own past dealings with them, then by reputation. The interpretation placed upon the behaviour of the pupil will be influenced by the teacher's expectations. Such expectations are not limited to teachers, and neither is interest into research into the effects of these expectations limited to social psychologists with an interest in education. This chapter discusses four types of studies such as, classroom studies using induced expectations, analogue studies using induced expectations, classroom studies using naturalistic expectations and analogue studies using naturalistic expectations. Claiborn attempted to induce expectations in some teachers by telling them that the Test of General Ability (TOGA) scores indicated that certain of their first-grade pupils were potential bloomers, and then tested the children at a later stage to see if these expectations had had an effect upon the children's IQ scores. The analogue studies show clear effects of induced expectancies.
