The name is absent

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XII Teacher^tS achievement expectations of and classroom
interactions with ethnically different students
Contemporary Education Vol. XLVI, No, 3, Spring 1975.

Mandel’ and Flanders (1975) suggest that ’’naturalistic
factors” are more potent determinants of teacher expectations
than contrived factors.

Naturalistic inputs include such factors as:

1. communications about students received from other
teachers, parents, administrators

2. cumulative achievement rewards

3. standardized past scores

4. previously established behavioural reputations

5. physical characteristics: Sex

physical attractiveness
level of motivation
socio-economic status

XIII Teacher respect and student identity

The Watts’ Workshop stated that Aborigines need to
be ’assured of respect from non-Aborigines - since such
respect is a pre-requisite for pride in ethnic identity.
The workshop placed particular emphasis in this respect on
the attitudes of teachers to aborigines'.

1. Do teachers have communications from other
teachers, parents, administrators about a student?

2. Cumulative achievement records?

3. Standardized .test scores?

4. Previously established behavioural reputations
*

5. Are physical characteristics valued?

(1) sex

(2) physically attractive

6., Is importance attached to (1) level of motivation

(2) socio-economic status

(in this case, achievement in housing∕clothing∕
language.

Record perceptions of teacher attitudes to
Aboriginal adults and children.

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