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Log in through your institution journal article A Study of Teacher Responses Based on Their Conceptions of IntelligenceThe Journal of Classroom Interaction Vol. 31, No. 2 (SUMMER 1996) , pp. 1-12 (12 pages) Published By: Journal of Classroom Interaction
https://www.jstor.org/stable/23870415 Read and download Log in through your school or library Alternate access options For independent researchers Read Online Read 100 articles/month free Subscribe to JPASS Unlimited reading + 10 downloads Abstract Uneveness in classroom life has long been a central issue in education. Particularly emphasized are the different ways teachers behave toward their students based on their expectations of them. The present study tested the hypothesis that teachers who believe that intelligence is a fixed quality (entity theorists) treat students more unequally and in a biased way than those who believe that intelligence is malleable (incremental theorists). One hundred teachers were identified as entity teachers on the basis of scores on the Teachers' Implicit Theories of Intelligence Questionnaire, and one hundred teachers as incremental teachers. These teachers were asked to estimate their expectations of target students' performance on a simulation task, and to give feedback on the students in four subscales: scoring, quality of feedback, reason for the assignment, and placement. The specific predictions supported in this research were as follows: (1) Entity teachers give a different treatment from incremental teachers, and (2) Entity teachers are more influenced by their perceptions and expectations than incremental teachers. This paper concludes by exploring implications for issues of self-fulfilling prophecies and equality of education. Journal Information As of 2014, the Journal of Classroom Interaction has been publishing relevant and well-researched articles for 50 years. Authors who are interested in being published in the Journal should submit one hard copy and one electronic manuscript to the editor. The Journal has a 9-15% acceptance rate for each issue. Ninety percent of the published volumes are open issues with the remainder being thematic. Each manuscript is double blind reviewed by members of the standing review board and/or guest reviewers. The review process usually takes 9-12 weeks, somewhat longer if received in December, January or during the summer months. Authors whose manuscripts are accepted for review are provided with written critiques. New researchers have the same opportunity to publish in the Journal as a veteran researcher. All authors are encouraged to submit their current research on classroom interaction. Publisher Information The Journal of Classroom Interaction (JCI) has been self-published since its founding in 1965. The Journal began its publication as the Classroom Interaction Newsletter by Dr. Anita Simon of Temple University in Philadelphia, with editorial adviser Dr. Ned Flanders. Dr. Simon indicated in 1965 that the original purpose of the Newsletter was to meet the need to share, discuss and disseminate new ideas regarding research methodology, and variables that generated new knowledge about classroom interaction (Freiberg, 1977). The journal was passed from Anita Simon to Myra and David Sadker at American University who began the transition into a journal format. In 1977, the Journal was passed to Jerome Freiberg at the University of Houston, College of Education, where it currently housed. During this time an international review board was established and continues Recently, the European Science Foundation has recognized JCI in its list of quality international research journals. Rights & Usage This item is part of a JSTOR Collection. What does research suggest about peoples ability to evaluate themselves across a variety of domains and skills?What does research suggest about people's ability to evaluate themselves across a variety of domains and skills? Those who give themselves the highest evaluations on a given ability or set of skills are often the worst performers.
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