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

Abstract

This study investigated the effects second and fifth grade teachers' expectations and cognitive styles have on their students' academic achievement. Second and fifth grade teachers (20 from each grade) and a sample of their students (six males and six females) were administered the Embedded Figures Test to be identified as more FD or Fl. After school had been in session four weeks, the teachers ranked their students' academic competence. The students' achieve-ment scores on the Comprehensive Tests of Basic Skills (CTBS) were recorded twice over a one year period. Deviation scores, the extent to which teachers deviated in ranking their students on academic competence in comparison to rankings on the first CTBS score, were computed. Pre- and post-CTBS scores provided the students' gains on this achievement test. A multiple regression analysis identified a relationship between the students' CTBS gains and the teachers' cognitive styles and discrepancy scores. The students with the Flteachers achieved significantly higher achievement gains than did those students with the FD teachers. The Fl teachers' students achieved higher gain scores than did the FD teachers' students.

Key Words:

• Teacher expectations
• cognitive style
• student achievement