ABSTRACT
The seminal work in the teacher expectation field was conducted by Rosenthal and Jacobson. In a classic study, Pygmalion, Rosenthal and Jacobson showed that by experimentally inducing false expectations in teachers, students made intellectual gains. The initial work was accepted that for teacher expectations to have an effect on students, teachers must interact differently with students for whom they had high expectations compared with how they interacted with students for whom they had low expectations. Weinstein has also examined teacher difference as moderating expectation effects. All the organizational and instructional decisions by high expectation teachers meant that students were motivated and engaged. The teacher expectation project seems that the beliefs and practices of high expectation teachers could be taught to other teachers such that all teachers could become high expectation teachers leading to accelerated achievement for their students and positive self-beliefs.
