Robert Rosenthal Interview
Assignment - Interview with a Theorist
by
Kerone Barnett
Table of Contents 16
Section I - Introduction
Introduction – Dr. Robert Rosenthal, Self-Fulfilling Prophecy
"When teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectations, performance and growth are not so encouraged and may in fact be discouraged in a variety of ways." "How we believe the world is and what we honestly think it can become have powerful effects on how things will turn out." (James Rhem, Executive Editor for the Online National Teaching and Learning Forum, Retrieved from www.wikepedi.org/wiki/Pygmalion_effect ).
Robert Rosenthal is currently a Distinguished …show more content…
Professor of Psychology at the University of California, Riverside. His research included the study of self-fulfilling prophecies, which he explored in a well-known study of the Pygmalion Effect (Rosenthal effect): the effect of teachers ' expectations on students. Professor Rosenthal 's research has focused on the role of the self-fulfilling prophecy in everyday life and in laboratory situations. His work included 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. He earned a PhD from the University of California, Los Angeles and worked as a Clinical Psychologist. He taught at Harvard for a number of years. On retiring from Harvard in 1999 he went to University of California, Riverside where he currently resides.
He has won many awards: 2003 Gold Medal Award for Life Achievement in the Science of Psychology from the American Psychological Association and election to the American Academy of Arts & Sciences. For over 50 years, Dr. Rosenthal conducted research on how unspoken expectations can create self-fulfilling prophecies. His research has shown how teachers with high expectations of their students are more likely to see that high achievement actually materialize and similarly how negative expectations of their students may result in lower levels of achievement.
The Pygmalion effect, or Rosenthal effect, is the phenomenon where the greater the expectation placed upon an individual, the better they indeed perform. The Pygmalion effect is a form of self-fulfilling prophecy where individuals internalize positive expectations and will succeed accordingly, and vice versa. In a research study with Lenore Jacobson (1968), Dr. Rosenthal showed that if teachers were led to expect improved performance from some children, then the children did indeed show that improvement. The purpose of the experiment was to support the view that one’s reality can be influenced by the expectations of others, whether favorably or unfavorably and create a self-fulfilling prophecy as a result.
Section II - Interview Protocol
Prior to Interview
1. Identify interviewee and research background information about him. Research the theory and his contribution.
2. Prepare a set of open ended questions for the interview highlighting contribution to the theory and its modern day application (see questions listed in this protocol below).
3. Arrange date and time of interview via telephone call. Introduce myself and explain purpose of interview.
4. Request permission for taping of the interview
5. Check tape recorder for functionality prior to interview.
During Interview
1. Check tape recorder and conduct voice test.
2. Upon commencing interview, introduce myself and the interviewee and provide background information to the assignment. Thank the theorist for being willing to be interviewed.
3. Discuss the pre-arranged questions.
4. Take notes during the interview.
5. Thank the theorist for the opportunity to interview
After Interview
1. Prepare interview notes – transcribe the interview.
2. Check and edit transcript
3. Write letter of thanks to interviewee and send transcript to the interviewee
4. Arrange to follow up with telephone/face to face meeting where necessary
Section III – The Interview
Date: Monday February 25, 2013
Time: 5:00pm JA Time
Synchronous Technology: Telephone and tape recorder
Interviewer: Kerone Barnett
Interviewee: Dr. Robert Rosenthal
Interview
Rosenthal: Let’s talk
Barnett: Great. Okay. I want to thank you first of all for being available and willing to conduct this interview. As I explained before, I am a student of Instructional Design and we were asked to conduct an interview with a researcher or contributor to a theory and I was able to locate your information and I became really interested in your work, the theory of the Rosenthal Effect. For the purpose of the interview, please give me a little history about yourself and your work on the Self-Fulfilling Prophecy.
Rosenthal: I’ll start with my personal life first.
I was born in Germany and I left in 1939 to South Africa, and lived in Southern Rhodesia, now called Zimbabwe. Then we relocated to New York and I completed elementary and high school there. Then my family moved to Los Angeles. I attended UCLA from 1950 to 1956, completed my Bachelors in 1953 and my got my PhD in Clinical Psychology in 1956. My first job was at the University of North Dakota where I was an Assistant Professor and then I became an Associate Professor. I started a PhD programme in Clinical Psychology at the University of North Dakota and I was there for five years and then I went to Harvard University for 37 years and then moved to Riverside University and I have been here now for 14 years and this Saturday I’ll be eighty years old. So that’s my …show more content…
history.
Barnett: Congratulations and Happy Birthday when it comes!
Rosenthal: Thank you! Thank you! My research started when I did my doctoral dissertation in 1955 and continued into 1956 on a clinical research question, the defense mechanism of projection, which Sigmund Freud talked about, involving a statistical analysis that was not necessary to do but it showed me a remarkable thing that suggested that I had unintentionally affected the results of my research because I was not running blind. Do you understand the term “running blind” versus unblind?
Barnett: Yes I am familiar with the term.
Rosenthal: Okay. You know that all medical research nowadays must be run blind or double blind to get published. I had not run blind and so I must have leaked information unintentionally to my research subject participants of what my hypothesis was and somehow got them to give me the results I expected to get and that led me to investigate whether this was a more widespread phenomena and so I did a series of experiments as the University of North Dakota and later at Ohio State, also that showed that indeed if you gave experimenters in research with human or animal subjects they tended to get the results that they had been led to expect. In other words, there was a self-fulfilling prophecy on the part of psychological experimenters. I did a lot of experiments on experimenters and then broadened my horizon to do experiments in other situations like the school situation. I also experimented in the school situation which led me to collaborate with Dr Lenore Jacobson, she was a PhD from University of California, Berkeley while I was at Harvard.
All the children at her elementary school were administered a pre-test called the Harvard Test of Inflected Acquisition, which was a made up name but which was actually a standard IQ Test. We told the teachers that the test would predict academic blooming. The test would tell us which children would grow in IQ points over the next year. We gave each teacher the names of three, four, five or six children in the class that she was going to be getting. We tested at the end of one school year and at the beginning of the next school year we told the teachers which students had scored on the test in such a way to know which ones would bloom intellectually. These names however were chosen from a table of random numbers, so it was completely random and what we found at the end of the school year was that the children, whose names were given, did bloom intellectually, they gained significantly more IQ points than did the children in the control group about who nothing special had been said. So this was the basic Pygmalion
Effect.
Barnett: So would you say that this was the impetus for the theory of the Self-Fulfilling Prophecy?
Rosenthal: It was the self-fulfilling prophecy but I have to give proper credit to other people than myself. My group, Lenore and I were the first to do randomized experiments on the self-fulfilling prophecy, but we certainly did not invent that concept. The scholar that deserves the most credit was Robert Merton, who was at Columbia University for most of his career and he who wrote a lot about the Self-fulfilling prophecy in Sociology phenomena and Economic phenomena. He wrote about the Great Depression in the United States as an example of the self-fulfilling prophecy in the 1930s. The banks would fail, if you thought the bank would fail and if everybody went to the bank at the same time the bank would fail as they do not keep large sums of money on hand at all times as they invest in real estate and so on and the banks did fail so this was a self-fulfilling prophecy.
Barnett: What would you say have been any new developments since this theory has been formed?
Rosenthal: The new developments are technically called moderator variables, what are the things that foster or minimize the phenomena and there have been some. For example, self-fulfilling prophecies in certain areas are probably greater than in other areas. For example in situations where the expectation is held by a much higher status person than a lower status person you are more likely to get a greater self-fulfilling prophecy than if the prophecy was for an average level person held for another average level person so the effects of expectation interpersonally may be a little larger if the person who hold the expectation has a higher status. That would be one of the types of phenomena that would occur. Areas of research may vary in the magnitude of the self-fulfilling prophecy, so it may be smaller in some areas than in other areas of research.
Barnett: How would you say that your research contributed to other theories or influenced other theories?
Rosenthal: One of the influences has been to bring that as a well-established scientific phenomenon into the mainstream of the psychological and behavioural sciences. A famous African American Educational Psychologist Kenneth Clarke had long maintained that the self-fulfilling prophecy existed in the classroom and that teachers had negative expectations for African American students and that would become a self-fulfilling prophecy. The research I did with Lenore Jacobson did not include any African American children as it was a south San Francisco school. There were a lot of Mexican Americans and the phenomena was more marked for them than for the non- latina children. Research showed Kenneth Clarke to be right. Other people’s research showed that this was equally true for African American teachers and Caucasian teachers so it wasn’t simply racism as some thought it was. African American teachers who held negative expectations for African American students got poorer performance from those children than they did from the children for whom they held more favourable expectations. It’s pretty much an across the board phenomenon. Another effect of the research in research methodology was that as more and more researchers in behavioural social sciences became acquainted with this kind of phenomenon, the more they began to run their experiments blind so as not to mediate a self-fulfilling prophecy, the way I had done with my own doctoral dissertation.
It may have helped to improve somewhat the research method by getting more people to run experiments blind but unfortunately even to this day, most experiments are not being run double blind where the researcher doesn’t know although medical experiments are being run double blind.
Barnett: So a part of your research focused on the effect of teacher’s expectations on students’ academic performance, what would you say were the profound revelations from your research?
Rosenthal: I don’t think there were any new revelations as people, like Kenneth Clarke, had believed for a long time the self-fulfilling prophecy. Our research proved it was in fact true. There had been no experiments in the educational realm that we could create negative expectations in teachers and that we could do that at random by selecting the children’s names by using a table of numbers. That had not been shown before. The Pygmalion experiment gave validity to something that was already known long before we did the research.
Barnett: There has been a debate about the underachievement of males in schools. Do you believe that the teacher’s expectation of academic performance as it relates to males is important or do you believe the other factors influence achievement?
Rosenthal: I believe that males in fact are better than females at certain special relation tasks and quantitative tasks and female superiority in the later school ages in the verbal, aptitude and intelligence areas. My good friend and colleague, Don Reuben and I did research over many decades that showed that girls superiority over boys in verbal was not only true across the years but is increasing. Interestingly, the difference that favoured boys was beginning to decrease over the years and girls were actually catching up. Girls have been gaining in the verbal domain and the quantitative domain over boys.
Barnett: What influence would you say the Rosenthal effect has had on Instructional Design?
Rosenthal: I really don’t know except that maybe teachers who train teachers in colleges and are aware of this research caution teachers of the potential effects of their negative expectations on the actual learning of their students in the future. The educational benefit may be that teachers are being taught in school that their expectations do matter. They can have an unintended effect if the expectations are negative.
Barnett: How do you see the future for learning and Instructional Design?
Rosenthal: One of the huge differences that I see is the increasing number of online courses that have 5000 and 10,000 students worldwide. That is an enormous difference.
Barnett: Well, I have one last question. Given your work in the field, what would say to up and coming Teachers who want to ensure that they enhance learning and utilize all opportunities for their learners?
Rosenthal: I would say keep in mind that all children are able to learn and this is true for children with Down syndrome, special education programmes as is true for classes for the gifted. All children will learn, not at the same rate, not the same amount but everyone can keep learning something beyond the level that they are at and there is definitely no such thing as a child that can’t learn.
Barnett: Great! I want to thank you so much Dr. Rosenthal. It was a pleasure speaking with you I learnt a lot more about the self-fulfilling prophecy and the work that you did and I myself will be cautioned as an Educator to ensure that my expectations remain positive as I would never want any of my students to be affected negatively by what I portray in the classroom.
Rosenthal: Great, that’s wonderful. Great talking to you! Have a great rest of the day!
Barnett: Happy 80th when it comes.
Rosenthal: Thank you so much. That’s very kind. You take care.
My Reflection
This assignment was, in and of itself, a monumental task for me. It was time consuming but provided me with a remarkable opportunity to interview a renowned professor of research who, through his studies and experiments, has influenced the way we teach and made us aware of how our expectations of our students can influence their performance, intentionally or unintentionally.
His theory has influenced my expectations of my current students and has cautioned me to expect great things and to look forward to great things from those I teach.
It was a magnanimous task to transcribe the interview but I enjoyed it thoroughly as it allowed me to reflect on the messages and insights that Dr. Rosenthal shared with me.
Overall it was a learning process for me having to research interview protocols, preparing for the interview itself, researching the theorist and preparing the interview questions and I hope that I would have completed my assignment as per the requirements.
References:
Jacob, S. A., & Furgerson, S. P. (2012). Writing interview protocols and conducting interviews: Tips for students new to the field of qualitative research. The Qualitative Report, 17(T&L Art, 6), 1-10. Retrieved from http://www.nova.edu/ssss/QR/QR17/jacob.pdf
Pygmalion effect – Wikipedia the free encyclopaedia, retrieved from en.wikipedia.org/wiki/Pygmalion_effect
Rosenthal, R., &. Jacobson, L. (1963). Teachers ' expectancies: Determinants of pupils ' IQ gains. Psychological Reports, 19, 115-118.
by
Kerone Barnett
Table of Contents 16
Section I - Introduction
Introduction – Dr. Robert Rosenthal, Self-Fulfilling Prophecy
"When teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectations, performance and growth are not so encouraged and may in fact be discouraged in a variety of ways." "How we believe the world is and what we honestly think it can become have powerful effects on how things will turn out." (James Rhem, Executive Editor for the Online National Teaching and Learning Forum, Retrieved from www.wikepedi.org/wiki/Pygmalion_effect ).
Robert Rosenthal is currently a Distinguished …show more content…
Professor of Psychology at the University of California, Riverside. His research included the study of self-fulfilling prophecies, which he explored in a well-known study of the Pygmalion Effect (Rosenthal effect): the effect of teachers ' expectations on students. Professor Rosenthal 's research has focused on the role of the self-fulfilling prophecy in everyday life and in laboratory situations. His work included 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. He earned a PhD from the University of California, Los Angeles and worked as a Clinical Psychologist. He taught at Harvard for a number of years. On retiring from Harvard in 1999 he went to University of California, Riverside where he currently resides.
He has won many awards: 2003 Gold Medal Award for Life Achievement in the Science of Psychology from the American Psychological Association and election to the American Academy of Arts & Sciences. For over 50 years, Dr. Rosenthal conducted research on how unspoken expectations can create self-fulfilling prophecies. His research has shown how teachers with high expectations of their students are more likely to see that high achievement actually materialize and similarly how negative expectations of their students may result in lower levels of achievement.
The Pygmalion effect, or Rosenthal effect, is the phenomenon where the greater the expectation placed upon an individual, the better they indeed perform. The Pygmalion effect is a form of self-fulfilling prophecy where individuals internalize positive expectations and will succeed accordingly, and vice versa. In a research study with Lenore Jacobson (1968), Dr. Rosenthal showed that if teachers were led to expect improved performance from some children, then the children did indeed show that improvement. The purpose of the experiment was to support the view that one’s reality can be influenced by the expectations of others, whether favorably or unfavorably and create a self-fulfilling prophecy as a result.
Section II - Interview Protocol
Prior to Interview
1. Identify interviewee and research background information about him. Research the theory and his contribution.
2. Prepare a set of open ended questions for the interview highlighting contribution to the theory and its modern day application (see questions listed in this protocol below).
3. Arrange date and time of interview via telephone call. Introduce myself and explain purpose of interview.
4. Request permission for taping of the interview
5. Check tape recorder for functionality prior to interview.
During Interview
1. Check tape recorder and conduct voice test.
2. Upon commencing interview, introduce myself and the interviewee and provide background information to the assignment. Thank the theorist for being willing to be interviewed.
3. Discuss the pre-arranged questions.
4. Take notes during the interview.
5. Thank the theorist for the opportunity to interview
After Interview
1. Prepare interview notes – transcribe the interview.
2. Check and edit transcript
3. Write letter of thanks to interviewee and send transcript to the interviewee
4. Arrange to follow up with telephone/face to face meeting where necessary
Section III – The Interview
Date: Monday February 25, 2013
Time: 5:00pm JA Time
Synchronous Technology: Telephone and tape recorder
Interviewer: Kerone Barnett
Interviewee: Dr. Robert Rosenthal
Interview
Rosenthal: Let’s talk
Barnett: Great. Okay. I want to thank you first of all for being available and willing to conduct this interview. As I explained before, I am a student of Instructional Design and we were asked to conduct an interview with a researcher or contributor to a theory and I was able to locate your information and I became really interested in your work, the theory of the Rosenthal Effect. For the purpose of the interview, please give me a little history about yourself and your work on the Self-Fulfilling Prophecy.
Rosenthal: I’ll start with my personal life first.
I was born in Germany and I left in 1939 to South Africa, and lived in Southern Rhodesia, now called Zimbabwe. Then we relocated to New York and I completed elementary and high school there. Then my family moved to Los Angeles. I attended UCLA from 1950 to 1956, completed my Bachelors in 1953 and my got my PhD in Clinical Psychology in 1956. My first job was at the University of North Dakota where I was an Assistant Professor and then I became an Associate Professor. I started a PhD programme in Clinical Psychology at the University of North Dakota and I was there for five years and then I went to Harvard University for 37 years and then moved to Riverside University and I have been here now for 14 years and this Saturday I’ll be eighty years old. So that’s my …show more content…
history.
Barnett: Congratulations and Happy Birthday when it comes!
Rosenthal: Thank you! Thank you! My research started when I did my doctoral dissertation in 1955 and continued into 1956 on a clinical research question, the defense mechanism of projection, which Sigmund Freud talked about, involving a statistical analysis that was not necessary to do but it showed me a remarkable thing that suggested that I had unintentionally affected the results of my research because I was not running blind. Do you understand the term “running blind” versus unblind?
Barnett: Yes I am familiar with the term.
Rosenthal: Okay. You know that all medical research nowadays must be run blind or double blind to get published. I had not run blind and so I must have leaked information unintentionally to my research subject participants of what my hypothesis was and somehow got them to give me the results I expected to get and that led me to investigate whether this was a more widespread phenomena and so I did a series of experiments as the University of North Dakota and later at Ohio State, also that showed that indeed if you gave experimenters in research with human or animal subjects they tended to get the results that they had been led to expect. In other words, there was a self-fulfilling prophecy on the part of psychological experimenters. I did a lot of experiments on experimenters and then broadened my horizon to do experiments in other situations like the school situation. I also experimented in the school situation which led me to collaborate with Dr Lenore Jacobson, she was a PhD from University of California, Berkeley while I was at Harvard.
All the children at her elementary school were administered a pre-test called the Harvard Test of Inflected Acquisition, which was a made up name but which was actually a standard IQ Test. We told the teachers that the test would predict academic blooming. The test would tell us which children would grow in IQ points over the next year. We gave each teacher the names of three, four, five or six children in the class that she was going to be getting. We tested at the end of one school year and at the beginning of the next school year we told the teachers which students had scored on the test in such a way to know which ones would bloom intellectually. These names however were chosen from a table of random numbers, so it was completely random and what we found at the end of the school year was that the children, whose names were given, did bloom intellectually, they gained significantly more IQ points than did the children in the control group about who nothing special had been said. So this was the basic Pygmalion
Effect.
Barnett: So would you say that this was the impetus for the theory of the Self-Fulfilling Prophecy?
Rosenthal: It was the self-fulfilling prophecy but I have to give proper credit to other people than myself. My group, Lenore and I were the first to do randomized experiments on the self-fulfilling prophecy, but we certainly did not invent that concept. The scholar that deserves the most credit was Robert Merton, who was at Columbia University for most of his career and he who wrote a lot about the Self-fulfilling prophecy in Sociology phenomena and Economic phenomena. He wrote about the Great Depression in the United States as an example of the self-fulfilling prophecy in the 1930s. The banks would fail, if you thought the bank would fail and if everybody went to the bank at the same time the bank would fail as they do not keep large sums of money on hand at all times as they invest in real estate and so on and the banks did fail so this was a self-fulfilling prophecy.
Barnett: What would you say have been any new developments since this theory has been formed?
Rosenthal: The new developments are technically called moderator variables, what are the things that foster or minimize the phenomena and there have been some. For example, self-fulfilling prophecies in certain areas are probably greater than in other areas. For example in situations where the expectation is held by a much higher status person than a lower status person you are more likely to get a greater self-fulfilling prophecy than if the prophecy was for an average level person held for another average level person so the effects of expectation interpersonally may be a little larger if the person who hold the expectation has a higher status. That would be one of the types of phenomena that would occur. Areas of research may vary in the magnitude of the self-fulfilling prophecy, so it may be smaller in some areas than in other areas of research.
Barnett: How would you say that your research contributed to other theories or influenced other theories?
Rosenthal: One of the influences has been to bring that as a well-established scientific phenomenon into the mainstream of the psychological and behavioural sciences. A famous African American Educational Psychologist Kenneth Clarke had long maintained that the self-fulfilling prophecy existed in the classroom and that teachers had negative expectations for African American students and that would become a self-fulfilling prophecy. The research I did with Lenore Jacobson did not include any African American children as it was a south San Francisco school. There were a lot of Mexican Americans and the phenomena was more marked for them than for the non- latina children. Research showed Kenneth Clarke to be right. Other people’s research showed that this was equally true for African American teachers and Caucasian teachers so it wasn’t simply racism as some thought it was. African American teachers who held negative expectations for African American students got poorer performance from those children than they did from the children for whom they held more favourable expectations. It’s pretty much an across the board phenomenon. Another effect of the research in research methodology was that as more and more researchers in behavioural social sciences became acquainted with this kind of phenomenon, the more they began to run their experiments blind so as not to mediate a self-fulfilling prophecy, the way I had done with my own doctoral dissertation.
It may have helped to improve somewhat the research method by getting more people to run experiments blind but unfortunately even to this day, most experiments are not being run double blind where the researcher doesn’t know although medical experiments are being run double blind.
Barnett: So a part of your research focused on the effect of teacher’s expectations on students’ academic performance, what would you say were the profound revelations from your research?
Rosenthal: I don’t think there were any new revelations as people, like Kenneth Clarke, had believed for a long time the self-fulfilling prophecy. Our research proved it was in fact true. There had been no experiments in the educational realm that we could create negative expectations in teachers and that we could do that at random by selecting the children’s names by using a table of numbers. That had not been shown before. The Pygmalion experiment gave validity to something that was already known long before we did the research.
Barnett: There has been a debate about the underachievement of males in schools. Do you believe that the teacher’s expectation of academic performance as it relates to males is important or do you believe the other factors influence achievement?
Rosenthal: I believe that males in fact are better than females at certain special relation tasks and quantitative tasks and female superiority in the later school ages in the verbal, aptitude and intelligence areas. My good friend and colleague, Don Reuben and I did research over many decades that showed that girls superiority over boys in verbal was not only true across the years but is increasing. Interestingly, the difference that favoured boys was beginning to decrease over the years and girls were actually catching up. Girls have been gaining in the verbal domain and the quantitative domain over boys.
Barnett: What influence would you say the Rosenthal effect has had on Instructional Design?
Rosenthal: I really don’t know except that maybe teachers who train teachers in colleges and are aware of this research caution teachers of the potential effects of their negative expectations on the actual learning of their students in the future. The educational benefit may be that teachers are being taught in school that their expectations do matter. They can have an unintended effect if the expectations are negative.
Barnett: How do you see the future for learning and Instructional Design?
Rosenthal: One of the huge differences that I see is the increasing number of online courses that have 5000 and 10,000 students worldwide. That is an enormous difference.
Barnett: Well, I have one last question. Given your work in the field, what would say to up and coming Teachers who want to ensure that they enhance learning and utilize all opportunities for their learners?
Rosenthal: I would say keep in mind that all children are able to learn and this is true for children with Down syndrome, special education programmes as is true for classes for the gifted. All children will learn, not at the same rate, not the same amount but everyone can keep learning something beyond the level that they are at and there is definitely no such thing as a child that can’t learn.
Barnett: Great! I want to thank you so much Dr. Rosenthal. It was a pleasure speaking with you I learnt a lot more about the self-fulfilling prophecy and the work that you did and I myself will be cautioned as an Educator to ensure that my expectations remain positive as I would never want any of my students to be affected negatively by what I portray in the classroom.
Rosenthal: Great, that’s wonderful. Great talking to you! Have a great rest of the day!
Barnett: Happy 80th when it comes.
Rosenthal: Thank you so much. That’s very kind. You take care.
My Reflection
This assignment was, in and of itself, a monumental task for me. It was time consuming but provided me with a remarkable opportunity to interview a renowned professor of research who, through his studies and experiments, has influenced the way we teach and made us aware of how our expectations of our students can influence their performance, intentionally or unintentionally.
His theory has influenced my expectations of my current students and has cautioned me to expect great things and to look forward to great things from those I teach.
It was a magnanimous task to transcribe the interview but I enjoyed it thoroughly as it allowed me to reflect on the messages and insights that Dr. Rosenthal shared with me.
Overall it was a learning process for me having to research interview protocols, preparing for the interview itself, researching the theorist and preparing the interview questions and I hope that I would have completed my assignment as per the requirements.
References:
Jacob, S. A., & Furgerson, S. P. (2012). Writing interview protocols and conducting interviews: Tips for students new to the field of qualitative research. The Qualitative Report, 17(T&L Art, 6), 1-10. Retrieved from http://www.nova.edu/ssss/QR/QR17/jacob.pdf
Pygmalion effect – Wikipedia the free encyclopaedia, retrieved from en.wikipedia.org/wiki/Pygmalion_effect
Rosenthal, R., &. Jacobson, L. (1963). Teachers ' expectancies: Determinants of pupils ' IQ gains. Psychological Reports, 19, 115-118.