Chapter

Cross‐Lagged Panel Design

University of Connecticut, Storrs, CT, USA
DOI: 10.1002/0470013192.bsa156 In book: Encyclopedia of Statistics in Behavioral Science
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    ABSTRACT: The capacity for teacher expectation effects to interact and compound across a child's schooling offers a largely untested mechanism for magnifying or minimizing effects. This study examined four types of long-term teacher expectation effects: within-year effects of single teachers, cross-year effects of single teachers, mediated effects of single and multiple teachers, and compounded effects of multiple teachers. Participants were 110 students tracked from preschool through Grade 4 on measures of achievement and teacher expectations. Evidence was found for within-year but not direct cross-year effects. However, path models demonstrated enduring indirect effects of teacher expectations on cross-year achievement. Multiple years of teacher expectation effects were additive in predicting student achievement at fourth grade, with similar effects for teachers' over- and underestimates of student ability. The study extends understanding of longer-term teacher expectation effects.
    Journal of Applied Developmental Psychology 01/2014; 35(3):181–191. · 1.85 Impact Factor