In this chapter, we begin by exploring the lessons learned from studies of teachers’ expectations for student behavior, being with early inquiry conducted following the Education for All Handicapped Children Act (P.L. 94-142) of 1975. Next, we explore the expanding knowledge base following reauthorization of the Individuals with Disabilities Education Act (IDEA, 1997), the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), and No Child Left Behind Act (NCLB, 2001) as the field increasingly emphasized inclusive programming and supporting access to the general education curriculum, called for academic excellence for all students, and focused on systems-level perspectives for teaching behavioral expectations. We summarize lessons learned from these bodies of knowledge, focusing attention on key findings and existing limitations of the studies conducted to date. We conclude with implications for educational research and practice, with attention to how lessons learned regarding teacher expectations for student performance can (a) facilitate inclusive programming for students with disabilities, (b) support school transitions, (c) inform primary prevention efforts and targeted supports, and (d) inform teacher preparation programs.
Lynne Lane, K., Carter, E., Common, E. and Jordan, A. (2012), "Teacher Expectations for Student Performance: Lessons Learned and Implications for Research and Practice", Cook, B., Tankersley, M. and Landrum, T. (Ed.) Classroom Behavior, Contexts, and Interventions (Advances in Learning and Behavioral Disabilities, Vol. 25), Emerald Group Publishing Limited, Bingley, pp. 95-129. https://doi.org/10.1108/S0735-004X(2012)0000025008Download as .RIS
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