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Early Child Development and Care Volume 77, 1991 - Issue 1
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Original Articles

Teacher expectations and cognitive style: Implications for students’ academic achievement

Olivia N. Saracho Department of Curriculum & Instruction, University of Maryland, College Park, Maryland 20742, USA
Pages 97-108 | Received 10 Feb 1992, Published online: 07 Jul 2006

Citations (14)

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Shengnan Wang, Christine M. Rubie-Davies & Kane Meissel. (2018) A systematic review of the teacher expectation literature over the past 30 years. Educational Research and Evaluation 24:3-5, pages 124-179.
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Li‐fang Zhang, Hong Fu & Ben Jiao. (2008) Accounting for Tibetan university students' and teachers' intellectual styles. Educational Review 60:1, pages 21-37.
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Li‐fang Zhang. (2006) Does Student–Teacher Thinking Style Match/Mismatch Matter in Students’ Achievement?. Educational Psychology 26:3, pages 395-409.
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Olivia Saracho. (2003) Matching Teachers' and Students' Cognitive Styles. Early Child Development and Care 173:2-3, pages 161-173.
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Li-Fang Zhang & Robert J. Sternberg. (2002) Thinking styles and teachers' characteristics. International Journal of Psychology 37:1, pages 3-12.
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Li-Fang Zhang. (2001) Do Thinking Styles Contribute to Academic Achievement Beyond Self-Rated Abilities?. The Journal of Psychology 135:6, pages 621-637.
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Li-Fang Zhang. (1999) Further Cross-Cultural Validation of the Theory of Mental Self-Government. The Journal of Psychology 133:2, pages 165-181.
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OliviaN. Saracho. (1997) The Relationship Between Matching Teachers’ and Students’ Cognitive Styles and the Students’ Academic Achievement. Early Child Development and Care 137:1, pages 21-29.
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Hilary Lee‐Corbin & Roy Evans. (1996) Factors Influencing Success or Underachievement of the Able Child. Early Child Development and Care 117:1, pages 133-144.
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Hilary Lee‐Corbin. (1994) Teacher Expectations and the Able Child. Early Child Development and Care 98:1, pages 73-78.
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OliviaN. Saracho. (1993) Sociocultural perspectives in the cognitive styles of young students and teachers. Early Child Development and Care 84:1, pages 1-17.
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Articles from other publishers (3)

Jeffrey S. Reber, Samuel D. Downs & Julie A. Peterson Nelson. (2017) Effects of Three Pedagogies on Learning Outcomes in a Psychology of Gender Lecture. Teaching of Psychology 44:2, pages 134-144.
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Joseph C. Kush. (2016) Fild-Dependence, Cognitive Ability, and Academic Achievement in Anglo American and Mexican American Students. Journal of Cross-Cultural Psychology 27:5, pages 561-575.
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Olivia N. Saracho. (1993) The effects of the teachers’ cognitive styles on their students academic achievement. International Journal of Early Childhood 25:2, pages 37-40.
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