Sitnikova, Kseniia (2023) 50 years of research about teacher expectations: systematic sedimentation. Research Master thesis, Victoria University.

Abstract

This project offers a fresh contribution to scholarship because it navigates a new path between the formal systematic literature review process and contemporary theoretically informed investigation. A disciplined review of significant international literature was undertaken about teacher expectations over a 50-year period. The aim of the study was to identify how knowledge about the concept of teacher expectations has changed over time. This was accomplished by examining what the scholarly literature has reported about teacher expectations, what underpinnings were chosen to justify the expectancy research and methodology, and how assumptions in this field have become sedimented “truth”. The study also revealed what has been reported about self-fulfilling prophecy, expectancy effect in the classroom and teachers’ influence on students, as well as how this knowledge has been formed. The systematic literature review was augmented with theory – Michel Foucault’s genealogy and disciplinary reflexivity – to pay attention to methodological choices and disciplinary perspectives in the literature. The study also offers a methodological contribution. The PRISMA 2020 protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) for systematic literature reviews was adapted from the field of Public Health for Education.

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