Teachers' differential behavior

Elisha Babad*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

104 Scopus citations

Abstract

This paper reviews research and theory pertaining to teachers' differential treatment of different students in the classroom. Research on the behavioral-mediation (or transmission) of teacher expectancies is the major source of information about teachers' differential behavior toward high and low achievers. The common behaviors in expectancy-mediation research are listed, together with their meta-analytic effect magnitudes. A proposed conceptualization of teachers' differential behavior distinguishes between (a) the relatively equitable distribution of teachers' feedback; (b) compensation of low achievers in the instructional domain; and (c) a reversed trend of providing a warmer emotional climate and more positive affect to high achievers. Subsequent discussion focuses on students' perceptions of teachers' differential behavior, with special emphasis on gaps between students' and teachers' perceptions in the affective domain. Latter sections of the paper review teachers' differential behavior toward specific student types, particularly toward teachers' pets, and teachers' differential behavior in the physical space of the classroom.

Original languageEnglish
Pages (from-to)347-376
Number of pages30
JournalEducational Psychology Review
Volume5
Issue number4
DOIs
StatePublished - Dec 1993

Keywords

  • classroom processes
  • student perceptions
  • teacher behavior
  • teacher expectancy

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