University of Virginia / Institute of Education Sciences / College Park / University of North Carolina / Rutgers University / University of Maryland / University of Michigan / /
Organization
High school / University of North Carolina at Greensboro / Bureau of the Census / Teachers College / Rutgers University / National Council on Teacher Quality / University of Maryland / College Park / U.S. Department of Education / University of Virginia / Center for American Progress / Institute of Education Sciences / the University of Michigan / 10th Grade College / /
Person
Judith Torney-Purta / Margaretha P. C. van der Werf / Lee Jussim / Roel J. Bosker / Edie White / J. Benjamin Hinnant / Ulrich Boser / Shelia C. Baldwin / Brien / Anne Gregory / Megan Wilhelm / Rhonda S. Weinstein / Alison E. Smith / Hester De Boer / Mary E. Rudisill / Carolyn Barber / Sharon R. Ghazarian / Tina Wildhagen / George Ansalone / Simon Cheng / Brian Starks / Lenore Jacobson / Francis Huang / Jacquelynne Eccles / Mary Louise Gomez / Alice M. Buchanan / Robert Hanna / Stephanie Madon / Kent D. Harber / Alix Spiegel / /
Position
Senior Policy Analyst / elementary school / forward / the research / teacher / cao / representative / /
ProvinceOrState
Virginia / Maryland / Michigan / Oklahoma / North Carolina / /
PublishedMedium
Personality and Social Psychology Review / Journal of Personality and Social Psychology / Journal of Advanced Academics / The Urban Review / /
The Power of the Pygmalion Effect Teachers Expectations Strongly Predict College Completion By Ulrich Boser, Megan Wilhelm, and Robert Hanna October 6, 2014