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Do teachers differ in the level of expectations or in the extent to which they differentiate in expectations? Relations between teacher-level expectations, teacher background and beliefs, and subsequent student performance

机译：教师是否有所不同，或者他们对期望区分的程度？教师级预期，教师背景和信仰的关系以及随后的学生表现

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Anneke C. Timmermans; Christine M. Rubie-Davies;
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1. Beliefs and Expectations of Student Teachers’ about their Self and Role as Teacher During Teaching Practice Course [J] . Sezen Seymen Procedia - Social and Behavioral Sciences . 2012,第2期

机译：学生教师在教学实践课程中对教师的自我和作用的信念和期望
2. Beliefs and Expectations of Student Teachers’ about their Self and Role as Teacher During Teaching Practice Course [J] . Sezen Seymen Procedia - Social and Behavioral Sciences . 2012,第5期

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3. Mexican-American Students' Perceptions of Teachers' Expectations: Do Perceptions Differ Depending on Student Achievement Levels? [J] . Soung Bae, Susan D. Holloway, Jin Li, The Urban Review . 2008,第2期

机译：墨西哥裔学生对教师期望的看法：看法是否根据学生的成就水平而有所不同？
4. The relationship between the perceptions of teachers' expectation, parents' expectation and academic performance of junior middle school students [C] . Pinru Zhang International Conference on Future Information Engineering and Manufacturing Science . 2015

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5. The role of teacher-student interaction in the relationship between teacher expectations for students with communication apprehension and subsequent achievement in two elementary school classrooms. [D] . Hoffmann, Janet Margaret. 1992

机译：在两个小学教室中，师生互动在教师对学生的沟通期望与期望成就之间的关系中的作用。
6. Why Some Countries Attract More High-Ability Young Students to Teaching: Cross-National Comparisons of Students’ Expectation of Becoming a Teacher [O] . HYUNJOON PARK, SOO-YONG BYUN -1

机译：为什么某些国家吸引更多高能力的年轻学生来教学：学生对成为老师的期望的跨国比较
7. Beliefs and Expectations of Student Teachers’ about their Self and Role as Teacher During Teaching Practice Course [O] . Seymen Sezen 2012

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Do teachers differ in the level of expectations or in the extent to which they differentiate in expectations? Relations between teacher-level expectations, teacher background and beliefs, and subsequent student performance

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