ABSTRACT
Pygmalion in the Classroom was a breakthrough research in the 1960s. It led to intense controversy that lasted several decades; it served as impetus for hundreds of empirical studies; and the terms 'Pygmalion', self-fulfilling prophecies (SFP), and 'expectancy effects' became household words among educated people. This chapter discusses the meteoric development of Classroom Management (CM) in the literature on the psychology of the classroom. Education and educational research did not lag behind this historical trend, and contemporary CM actually represents an application of positive psychology to the classroom. The chapter concludes that the omission of expectancy research from the CM literature is ideologically rooted rather than an accidental fluke. This type of research focuses exclusively on positive expectations of managers and teachers toward all their workers and students. Eden and Rubie-Davies developed training methods to foster positive beliefs and expectations toward all workers and students.
