Volume 1, Issue 2 (1972)
The Influence of the Teacher Expectancy Phenomenon on the Academic Performance of Educable Mentally Retarded Pupils in Special Classes
J. Gozali, E.L. Meyen
The teaching-learning process, as it occurs in the classroom setting of the public schools, has historically been the target of considerable research. For the most part, the emphasis has been on assessing the performance of the learner in meeting prescribed performance objectives, while the influence of teachers’ beliefs and attitudes on the learner’s achievement has escaped the thrust of educational research.
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