ABSTRACT
Teacher expectancy research is one of the central areas of educational social psychology. Classrooms are heterogeneous along a variety of dimensions, and every classroom is characterized by a host of differences among students in ability, background, previous performance, social behavior, and many other variables. Teachers have different attitudes, feelings, and expectations toward individuals and groups of students, and the issue of their intentional and unintentional differential behavior is a crucial aspect of classroom interaction research.
