ReviewJournal of the Royal Society of New Zealand2025
The powerful impact of teacher expectations: a narrative review.
Review in Journal of the Royal Society of New Zealand, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
4 citing papers in PubMed.
- Good Teacher Guidance, Whence Academic Efficacy? Parallel Mediating Path of Positive and Negative Academic Emotions in Junior High Students.Behavioral sciences (Basel, Switzerland) · 2026Article
- A Chinese contextual study of factors influencing the acceptance of students with autism by mainstream school teachers and non-autistic peers.BMC psychiatry · 2026Article
- Gendered role assignment and musical self-efficacy in extracurricular music education: hidden curriculum pathways to inclusion and equity.Frontiers in psychology · 2026Article
- Gender Differences in Child Poverty and Social Exclusion Across Europe: A Comparative Focus on Serbia.Children (Basel, Switzerland) · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In a narrative review we investigated teacher beliefs that moderate teacher expectation effects. An extensive literature search revealed that only three researchers had systematically examined (in at least three studies) teacher beliefs' differences and consequent expectation effects for students. Babad explored teachers who believed stereotypical information about students and showed how that bias translated into teacher-student interactions. Highly biased teachers had large negative self-fulfilling prophecy effects on student outcomes. Overall, the difference in contrasts between high and low bias teachers (those who did not accept stereotypes) was
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.