Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis (Honors)---College of William and Mary, 2009. / Includes bibliographical references (leaves 45-56). Also available via the World Wide Web.

Thesis (MS)--Montana State University--Bozeman, 2009. / Typescript. Chairperson, Graduate Committee: Wesley Lynch. Includes bibliographical references (leaves 48-53).

Thesis (M.A.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains vi, 72 p. Vita. Includes abstract. Includes bibliographical references (p. 50-55).

Thesis (Ed. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Carolyn Riehl; submitted to the School of Education. Includes bibliographical references (p. 184-198)

Thesis (M.S.)--Ohio University, November, 2005. / Title from PDF t.p. Includes bibliographical references (p. 48-59)

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 81-83).

Thesis (M.A.)--Eastern Illinois University, 1987. / Includes bibliographical references (leaves 24-28).

Thesis (M.S.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains viii, 76 p. : ill. Includes abstract. Includes bibliographical references (p. 39-42).

abstract: There is a nationwide gap in which African American, Hispanic and low-income students perform significantly lower than their peers. Research suggests that teachers hold lower expectations for these students resulting in lower achievement. There are four main factors that influence teacher expectations: stereotypes, teacher self-efficacy, school culture, language and formal policies and programs aimed at increasing teacher expectations. The purpose of this study was to inquire into the following questions: (1) What are the factors that influence teachers' academic expectations for low-income and minority students? (2) What are teacher's perceptions on the effectiveness of formal policies and programs that are aimed at increasing teacher expectations? More specifically, do teachers feel that top-down formal policies, such as teacher evaluations, uniform curriculum, and performance-based pay are effective in impacting their expectations, or do teachers believe that bottom-up policies, such as book studies and professional learning communities, make more of an impact on increasing their expectations? Ten teachers were interviewed in a school district that is consistent with the state and national achievement gap. The findings revealed that teacher expectations are influenced by the four factors I found in the research as well as two other factors: a cultural disconnect among teachers and students and teachers' level of motivation. A combination of top-down and bottom-up formal policies and programs are needed as teachers are individuals and all respond to various forms of formal policies and programs differently. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011