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SETTING HIGH ACADEMIC EXPECTATIONS - Teach Like a …
Lemov V3 - 02/08/2010 12:05pm Page 27 CHAPTER ONESETTING HIGHACADEMICEXPECTATIONSOne consistent finding of ACADEMIC research is that high EXPECTATIONS are the mostreliable driver of high student achievement, even in students who do not havea history of successful achievement. Much of this research has been conductedto test, confirm, or debunk the famous Pygmalion study in which teacherswere told that randomly selected groups of students had been proven throughtesting to be on the brink of great ACADEMIC gains. Those groups of randomlyselected students in fact outperformed other randomly selected groups whoseteachers had not been led to expect great things, presumably because of of the problems with findings about high EXPECTATIONS is that they ofteninclude in the definition a wide array of actions, beliefs, and operational study definedhigh expectationsas including the decision to allocate andprotect more time on task in ACADEMIC subjects.
Lemov c01.tex V3 - 02/08/2010 12:05pm Page 29 Setting High Academic Expectations 29 Reluctant students quickly come to recognize that ‘‘I don’t know’’ is the Rosetta
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