Teacher Beliefs and Practices in Schools Serving Communities That Differ in Socioeconomic Level

References

• Baron, R., Tom, D., & Cooper, H. (1985). Social class, race, and teacher expectations. In J. B. Dusek (Ed.), Teacher expectancies (pp. 251–269). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995) Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance. American Educational Research Journal, 32, 627–658.
   Web of Science ®Google Scholar
• Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Brophy, J. E., & Good, T. L. (1970). Teachers’ communication of differential expectations for children’s classroom performance. Journal of Educational Psychology, 61, 365–374.
   Web of Science ®Google Scholar
• Brophy, J. E., & Good, T. L. (1974). Teacher-student relationships: Causes and consequences. New York: Holt.
   Google Scholar
• Bryk, A. S., & Driscoll, M. E. (1988). The school as community: Theoretical foundations, contextual influences, and consequences for students and teachers. Madison: National Center on Effective Secondary Schools, University of Wisconsin.
   Google Scholar
• Center for Research on the Context of Secondary School Teaching. (1990). Teacher survey. La Jolla, CA: School of Education, Stanford University.
   Google Scholar
• Cohen, D. K., McLaughlin, M. W., & Talbert, J. E. (1993). (Eds.) Teaching for understanding: Challenges for policy and practice. San Francisco: Jossey-Bass.
   Google Scholar
• Cooper, H. (1979). Pygmalion grows up: A model for teacher expectation communication and performance influence. Review of Educational Research, 4, 389–410.
   Web of Science ®Google Scholar
• Cooper, H. (1985). Models of teacher expectation communication. In J. B. Dusek (Ed.), Teacher expectancies (pp. 136–158). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Authentic assessment in action: Studies of school and students at work. New York: Teachers College Press.
   Google Scholar
• Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults’ orientation toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642–650.
   Web of Science ®Google Scholar
• Good, T. L. (1981). Teacher expectations and student perceptions: A decade of research. Educational Leadership, 38, 415–421.
   Web of Science ®Google Scholar
• Good, T. L. (1982). How teachers’ expectations affect results. American Education, 18, 25–32.
   Google Scholar
• Kim, D., Solomon, D., & Roberts, W. (1995, April). Classroom practices that enhance students’sense of community. Paper presented at the annual meeting of American Educational Research Association, San Francisco.
   Google Scholar
• Knapp, M. S. (1995). Forces inside the classroom linked with teaching for meaning. In M. S. Knapp & Associates (Eds.), Teaching for meaning in high poverty classrooms (pp. 145–159). New York: Teachers College.
   Google Scholar
• Knapp, M. S., & Associates. (1995). Teaching for meaning in high poverty classrooms. New York: Teachers College.
   Google Scholar
• Knapp, M. S., & Shields, P. M. (1991). Better schooling for the children of poverty: Alternatives to conventional wisdom. San Francisco: McCutchan.
   Google Scholar
• Knapp, M. S., Shields, P. M., & Turnbull, B. J. (1992). Academic challenge for the children of poverty. Washington, DC: U.S. Department of Education.
   Google Scholar
• Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York: Crown.
   Google Scholar
• Means, B., Chelemer, C., & Knapp, M. S. (1991). Teaching advanced skills to at-risk students. San Francisco: Jossey-Bass.
   Google Scholar
• Midgley, C., Feldlaufer, H., & Eccles, J. S. (1988). The transition to junior high school: Beliefs of pre-and post-transition teachers. Journal of Youth and Adolescence, 17, 543–562.
   PubMed Web of Science ®Google Scholar
• Puma, M. J., Jones, C. C., Rock, D., & Fernandez, R. (1993). Prospects: The congressionally mandated study of educational growth and opportunity. The Interim report. Washington, DC: U. S. Department of Education.
   Google Scholar
• Rist, R. (1970). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 40, 411–451.
   Web of Science ®Google Scholar
• Shouse, R. C. (1996). Academic press and sense of community: Conflict, congruence, and implications for student achievement. Social Psychology of Education, 1, 47–68.
   Google Scholar
• U. S. Department of Education (1993). Reinventing Chapter 1. Washington, DC: Author.
   Google Scholar
• Winfield, L. F. (1986). Teacher beliefs toward academically at risk students in inner urban schools. The Urban Review. 18, 253–268.
   Google Scholar