The educational psychologist Robert L. Thorndike showed that the quality of the Pygmalion study of the impact of inducing teacher expectations on IQ was poor. The problem with the study was that the instrument used to assess the children's IQ scores was seriously flawed.Thorndike, R.L. (1968). Reviewed work: Pygmalion in the classroom by Robert Rosenthal and Lenore Jacobson. American Educational Research Journal, 5(4), 708–711. The average reasoning IQ score for the children in one regular class was in the mentally disabled range, a highly unlikely outcome in a regular class in a garden variety school. In the end, Thorndike concluded that the Pygmalion findings were worthless. It is more likely that the rise in IQ scores from the mentally disabled range was the result of regression-to-the-mean not teacher expectations. Moreover, a meta-analysis conducted by RaudenbushRaudenbush, S. W. (1984). Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction: A synthesis of findings from 18 experiments. Journal of Educational Psychology, 76(1), 85–97. doi:10.1037/0022-0663.76.1.85 showed that when teachers had gotten to know their students for two weeks, the prior to expectancy induction was reduced to virtually zero. Students' views of teachers Teachers are also affected by the children in the classroom. Teachers reflect what is projected into them by their students. An experiment done by Jenkins and Deno (1969) submitted teachers to a classroom of children who had either been told to be attentive, or unattentive, to the teachers' lecture. They found that teachers who were in the attentive condition would rate their teaching skills as higher. Similar findings by Herrell (1971) suggested that when a teacher was preconditioned to classrooms as warm or cold, the teacher would start to gravitate towards their precondition .Galatea in the Classroom: Student Expectations Affect Teacher Behavior; Herrell, James M . To further this concept, Klein (1971) did the same kind of study involving teachers still unaware of any precondition to the classroom but with the class full of confederates who were instructed to act differently during periods over the course of the lecture. "Klein reported that there was little difference between students' behaviors in the natural and the positive conditions." In a more observational study designed to remove the likes of the Hawthorne effect, Oppenlander (1969) studied the top and bottom 20\% of students in the sixth grade from a school that tracks and organizes its students under such criteria.
The educational psychologist Robert L. Thorndike showed that the quality of the Pygmalion study of the impact of inducing teacher expectations on IQ was poor. The problem with the study was that the instrument used to assess the children's IQ scores was seriously flawed.Thorndike, R.L. (1968). Reviewed work: Pygmalion in the classroom by Robert Rosenthal and Lenore Jacobson. American Educational Research Journal, 5(4), 708–711. The average reasoning IQ score for the children in one regular class was in the mentally disabled range, a highly unlikely outcome in a regular class in a garden variety school. In the end, Thorndike concluded that the Pygmalion findings were worthless. It is more likely that the rise in IQ scores from the mentally disabled range was the result of regression-to-the-mean not teacher expectations. Moreover, a meta-analysis conducted by Raudenbush showed that when teachers had gotten to know their students for two weeks, the prior to expectancy induction was reduced to virtually zero. Students' views of teachers Teachers are also affected by the children in the classroom. Teachers reflect what is projected into them by their students. An experiment done by Jenkins and Deno (1969) submitted teachers to a classroom of children who had either been told to be attentive, or unattentive, to the teachers' lecture. They found that teachers who were in the attentive condition would rate their teaching skills as higher. Similar findings by Herrell (1971) suggested that when a teacher was preconditioned to classrooms as warm or cold, the teacher would start to gravitate towards their precondition . To further this concept, Klein (1971) did the same kind of study involving teachers still unaware of any precondition to the classroom but with the class full of confederates who were instructed to act differently during periods over the course of the lecture. "Klein reported that there was little difference between students' behaviors in the natural and the positive conditions." In a more observational study designed to remove the likes of the Hawthorne effect, Oppenlander (1969) studied the top and bottom 20\% of students in the sixth grade from a school that tracks and organizes its students under such criteria.
R
RaudenbushRaudenbush, S. W. (1984). Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction: A synthesis of findings from 18 experiments. Journal of Educational Psychology, 76(1), 85–97. doi:10.1037/0022-0663.76.1.85
Raudenbush
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.Galatea in the Classroom: Student Expectations Affect Teacher Behavior; Herrell, James M