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Robert Rosenthal

Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development Paperback – May 4, 2003

by Robert Rosenthal (Author), Lenore Jacobson (Author)

8 customer reviews

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When first published in 1968, (later updated in 1992), Pygmalion in the Classroom was received with almost universal acclaim for its ground breaking research. The "Pygmalion Phenomenon" is the self-fulfilling prophecy embedded in teachers' expectations. Simply put, when teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectation performance and growth are not as encouraged and may in fact be discouraged in a number of ways. Research suggests that our expectations strongly influence the performance of those around us from the members of our football team to the students in our classes. In the Oak School experiment discussed in this book teachers were led to believe that certain students, selected at random, were likely to be showing signs of a spurt in intellectual growth and development. The results were startling. At the end of the year, the students of whom the teaches had these expectations showed significantly greater gains in intellectual growth than did those in the control group.

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Editorial Reviews

Review

The conclusions have great significance for this nation, preoccupied as it is with severe educational problems. --Robert Coles, The New Yorker Magazine

About the Author

Professor Rosenthal's research has centered for over 40 years on the role of the self-fulfilling prophecy in everyday life and in laboratory situations. Special interests include the effects of teacher's expectations on students' academic and physical performance, the effects of experimenters' expectations on the results of their research, and the effects of clinicians' expectations on their patients' mental and physical health. For some 40 years he has been studying the role of nonverbal communication in (a) the mediation of interpersonal expectancy effects and in (b) the relationship between members of small work groups and small social groups. He also has strong interests in sources of artifact in behavioral research and in various quantitative procedures. In the realm of data analysis, his special interests are in experimental design and analysis, contrast analysis, and meta-analysis. His most recent books and articles are about these areas of data analysis and about the nature of nonverbal communication in teacher-student, doctor-patient, manager-employee, judge-jury, and psychotherapist-client interaction. He is Co-Chair of the Task Force on Statistical Inference of the American Psychological Association.

Paperback: 266 pages
Publisher: Crown House Publishing; Expanded edition (May 4, 2003)
Language: English
ISBN-10: 1904424066
ISBN-13: 978-1904424062
Product Dimensions: 6 x 0.5 x 9 inches
Shipping Weight: 1.1 pounds (View shipping rates and policies)
Average Customer Review: 8 customer reviews
Amazon Best Sellers Rank: #1,191,705 in Books (See Top 100 in Books)
- #1465 in Books > Education & Teaching > Schools & Teaching > Curriculum & Lesson Plans > Curricula
- #2869 in Books > Medical Books > Psychology > Clinical Psychology
- #16101 in Books > Education & Teaching > Schools & Teaching > Education Theory

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Georgia N Clark

Students rise to your expectations or sink to your expectations

August 1, 2018

Format: HardcoverVerified Purchase

This book gave me some ideas about classroom management, believe it or not, and how to improve the learning environment for my ESL students. Students will rise to your level of expectations. This book just reinforced what I have always believed: The teacher sets the tone for the learning environment by what she/he expects from the students.

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Texas girl

I'm sure this book is fine

October 10, 2018

Format: PaperbackVerified Purchase

I realize this is my fault but I ordered this book for a class I am no longer taking. I missed the return window by 4 days. If you can initiate my return, I will change this review to 5 stars.

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Five Stars

July 8, 2014

Format: PaperbackVerified Purchase

Used to raise teachers' consciousness in a friendly manner!

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ARE EXPECTATIONS OF TEACHERS A "SELF-FULFILLING PROPHECY"?

June 3, 2013

Format: Paperback

Robert Rosenthal is Professor of Psychology at UC Riverside; Lenore Jacobsen is a former principal of an elementary school in the South San Francisco Unified School District. They wrote in the Preface of this 1968 book, "this book... is about interpersonal self-fulfilling prophecies: how one person's expectation for another person's behavior can quite unwittingly become a more accurate prediction simply for its having been made." (Pg. vii)

They summarize their experiment: "20 percent of the children in a certain elementary school were reported to their teachers as showing unusual potential for intellectual growth. The names of these 20 percent of the children were drawn by ... random numbers... Eight months later these unusual or 'magic' children showed significantly greater gains in IQ than did the remaining children who had not been singled out for the teachers' attention. The change in the teachers' expectations... had led to an actual change in the intellectual performance of these randomly selected children." (Pg. vii-viii) They later assert, "The gains that had been made by pupils of the teacher who held favorable expectations were maintained after promotion to a new teacher who had been given no special expectations about the children's performance." (Pg. 125-126)

They admit, "A very reasonable 'theory' to explain the results of our experiment proposes that children's IQs were affected only because teachers treated the special children differently during the actual period of test taking. A number of factors serve to weaken the plausibility of this explanation though there is no way in which it can be disproved." (Pg. 152) They also note, "the special children were called to the teachers' attention and it seems reasonable to think that they, therefore, attended more closely to the behavior of these children. Correct responding ... may have been more rapidly reinforced by teachers because they were watching more closely ... More rapid reinforcement may have led to greater learning." (Pg. 161)

They again summarize, "The central thesis of this book has been that one person's expectation for another's behavior could come to serve as a self-fulfilling prophecy." (Pg. 174)

When I went through the standard teacher training program from 1975-1977, this book was considered "THE FINAL WORD" by our professors; time has diminished the "assuredness" of its conclusions, and its methodology has been severely questioned---nevertheless, it is a crucial book for anyone interested in educational theory.

2 people found this helpful

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ARE EXPECTATIONS OF TEACHERS A "SELF-FULFILLING PROPHECY"?

June 3, 2013

Format: Unknown Binding

Robert Rosenthal is Professor of Psychology at UC Riverside; Lenore Jacobsen is a former principal of an elementary school in the South San Francisco Unified School District. They wrote in the Preface of this 1968 book, "this book... is about interpersonal self-fulfilling prophecies: how one person's expectation for another person's behavior can quite unwittingly become a more accurate prediction simply for its having been made." (Pg. vii)

They summarize their experiment: "20 percent of the children in a certain elementary school were reported to their teachers as showing unusual potential for intellectual growth. The names of these 20 percent of the children were drawn by ... random numbers... Eight months later these unusual or 'magic' children showed significantly greater gains in IQ than did the remaining children who had not been singled out for the teachers' attention. The change in the teachers' expectations... had led to an actual change in the intellectual performance of these randomly selected children." (Pg. vii-viii) They later assert, "The gains that had been made by pupils of the teacher who held favorable expectations were maintained after promotion to a new teacher who had been given no special expectations about the children's performance." (Pg. 125-126)

They admit, "A very reasonable 'theory' to explain the results of our experiment proposes that children's IQs were affected only because teachers treated the special children differently during the actual period of test taking. A number of factors serve to weaken the plausibility of this explanation through there is no way in which it can be disproved." (Pg. 152) They also note, "the special children were called to the teachers' attention and it seems reasonable to think that they, therefore, attended more closely to the behavior of these children. Correct responding ... may have been more rapidly reinforced by teachers because they were watching more closely ... More rapid reinforcement may have led to greater learning." (Pg. 161)

They again summarize, "The central thesis of this book has been that one person's expectation for another's behavior could come to serve as a self-fulfilling prophecy." (Pg. 174)

When I went through the standard teacher training program from 1975-1977, this book was considered "THE FINAL WORD" by our professors; time has diminished the "assuredness" of its conclusions, and its methodology has been severely questioned---nevertheless, it is a crucial book for anyone interested in educational theory.

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B. Schmitt

Dangerous Science

May 9, 2007

Format: Paperback

While on the surface Pygmalion appears to be a solid experiment, what lies beneath is a train wreck of creative data and stretched conclusions. I took a class which spent several weeks examining the data and methods used by Rosenthal and Jacobson, and the lengths they went to in order bolster their conclusion are laughable. Their randomization process was never clear, mortality was a very serious issue, and the TOGA test was administered to students below the minimum recommended age requirement (if you look at the data, many kids score zero on the test, indicating they didn't even do it). They gather much of their reported gains from "wonder kids" who gain ~70 IQ points during the duration of the experiment, which is absolutely ludicrous. I could go on and on, but hopefully you will do more than just take the book at face value.

12 people found this helpful

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