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The current study explored whether there are more pervasive teacher-centred expectations than the typical studies that find specific teacher-student expectation effects. Groups of teachers who had uniformly high or low expectations for their students were identified, and their instructional practices, beliefs and effects on the academic and social outcomes for their students were explored in four studies. Study One explored the academic outcomes for students in the high and low expectation teachers' classrooms over a year. Students in the classes of teachers with uniformly high expectations for their students made significantly greater progress in reading than their counterparts in the classes of teachers who had low expectations for their students. Study Two involved observations of the instructional and interactional practices of the different groups of teachers. Those with high expectations for all their students spent more time instructing their students, more frequently provided their students with a framework for their learning, questioned their students more and provided them with more feedback on their learning than the teachers who had uniformly low expectations. It also appeared from the observational data that the teachers who had uniformly high expectations for their students' learning provided a more positive socioemotional climate in which instruction took place. In Study Three the different groups of teachers were interviewed regarding their beliefs about how learning should be provided to students with high or low ability. It was found that the high expectation teachers believed there should be less differentiation in the learning opportunities provided to their low and high ability students than did the low expectation teachers. The former group of teachers also reported providing their students with more choice in their learning than did the latter group of teachers. Study Four focused on the academic and social self-perceptions of the students. The academic self-perceptions of the students who were in the classes with teachers who had high iii expectations for their learning increased across the school year while those in classrooms with teachers who had low expectations for their learning decreased. A model is built whereby it is suggested that teachers' expectations for their classes can have major effects on opportunities to learn, instructional practices, interactional patterns, student self-perceptions and academic outcomes.

<p> It is imperative to find out the challenges that international students face. According to the Institute of International Education 2016 Annual Report (IIE, 2016), the enrollment trend of international students increased by 7%, from about 200,000 to more than one million international students across colleges and universities in the United States. There are 1,043,839 international students studying in the U.S. and the top fifteen countries of origin of these international students are: China, India, Saudi Arabia, South Korea, Canada, Vietnam, Taiwan, Brazil, Japan, Mexico, Iran, United Kingdom, Turkey, Nigeria, and Germany. However, as the international students&rsquo; enrollment increases, there has also been an increase in the rate of drop out of international students (Redden, 2014). Redden found out that the rate of drop out of international students was attributed to some challenges, with financial challenges being on the top of the list. This study&rsquo;s purpose was to find out the challenges that international students face while studying in one small university in the Midwestern part of the U.S. It also focused on the roles the host universities could play in helping them through these challenges. Questions asked of international students were informed by the most common themes in the prior literature, including social, academic and financial areas. The themes that emerged from the data were analyzed using qualitative coding. According to the responses of the participants in this research, the challenges that international students in this Midwestern university face range across financial struggles, socialization, home sickness, weather, language and accent issues, and food. The most common challenge among the participants was financial struggles, which about 80% of the interview participants affirmed. Socially, each of the participants used different survival strategies related to language and to homesickness, which included, watching movies, imitating native speakers, calling and visiting family and friends, making friends with other international students. Academically, participants advised other international students to not be afraid to jump in and participate, or to ask for assistance. The participants feel the roles of the host school in addressing these challenges should include provision of scholarships, integrating international students more into the different activities in the school, and also suggested English language programs. Analysis showed that better communication and mentoring among more experienced and new international students, faculty and international staff could also be of benefit. Keywords: international students, challenges faced by international students, host university, study abroad, international student support services. </p><p>