A gap exists between theory and practice: teachers do not optimally apply the effective teaching principles, and teacher beliefs and contextual factors account for this gap¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Although the teaching principles of both theories are believed effective for all students, not all teachers optimally apply them, and teacher beliefs and contextual factors may account for this gap. → Lisette Hornstra 2023 q2 i? Contextual conditions relate to both expectation formation and need-supportive teaching, e.g., teacher expectations were lower in ethnically diverse schools. → Lisette Hornstra 2023 (2)

Evidence¶

Lisette Hornstra 2023¶

Lisette Hornstra, Kim Stroet, Christine Rubie-Davies, Annaline Flint. (2023). Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09788-4

q2 · i? · review · r2

The review's synthesis of findings from both research fields identifies this theory-practice gap as a shared point of convergence; it is the authors' interpretive claim about the two literatures, not a new empirical test.

"although the teaching principles put forward by both theories are believed to be effective for all students, not all teachers optimally apply these principles in their teaching."

Lisette Hornstra 2023 (2)¶

Lisette Hornstra, Kim Stroet, Christine Rubie-Davies, Annaline Flint. (2023). Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09788-4

q2 · i? · review · r2

The review attributes this school-composition finding to Brault et al. (2014) and links it to shared school cultures of expectations; it also cites SDT work on pressures from above that lead teachers to desist from autonomy support.

"Research by Brault et al. (2014), for example, showed that teacher expecta tions were lower in ethnically diverse schools."

Discussion¶

Related Claims¶

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• The teacher behaviours most predictive of engagement change do not neatly fit within any single motivational theory, supporting theoretical integration — related