The Matthew effect in the classroom

Abstract

Summary This paper examines recent research evidence relating to the possible influence exerted by teachers’ classroom behaviour on the attitudes, aspirations and achievements of their pupils. Evidence drawn from small‐scale observational studies, large‐scale surveys and laboratory experiments is discussed in detail, and some implications for teacher training are noted. I would like to acknowledge my debt to R. K. Merton, whose paper The Matthew Effect in Science provides a most entertaining insight into the subtle and devious ways in which the scientific community determines which of its members shall be rewarded and which denied Notes I would like to acknowledge my debt to R. K. Merton, whose paper The Matthew Effect in Science provides a most entertaining insight into the subtle and devious ways in which the scientific community determines which of its members shall be rewarded and which denied