A Framework for Developing Higher Teacher Expectations to Improve the Educational Experiences of Marginalized Students

Abstract

In order to improve learning outcomes for impoverished students, teachers must strive to develop high expectations for all students regardless of their socioeconomic status. Higher academic expectations support an increase in student performance. Teachers’ expectancies of student abilities are the primary force driving their instructional practices in the classroom and determining school reforms’ effectiveness. Teachers’ expectations of student abilities are the primary force that drives their instructional practices in the classroom and determines the effectiveness of school reforms (Aftab, 2016; Kinay & Ardiç, 2017). Studies have also shown that teacher feedback can influence how students perform academically (Baadte & Kurenbach, 2017; Gentrup et al., 2020). Teachers’ perceptions of their efficacy in meeting the academic needs of disadvantaged students may impede their students’ academic progress. A deeper analysis of teachers’ described effectiveness in meeting the needs of diverse learners can help improve teacher preparation programs so teachers are prepared for the diverse classroom environment. Adequate training may improve self-efficacy in meeting the needs of all students.