Teachers are by far the most influential part of education, their involvement and interaction with a student is extremely important. Teacher attention is a primary key factor as well as a key indicator of a student's performance. However, what happens to the student who does not receive attention from their teacher? Research studies by various researchers, including Robert Rosenthal, Lenore Jacobson, Christine Rubies-Davies, John Hattie, and Richard Hamilton, explore how teacher expectations directly correlate to student academic achievement. In the early 1960s, a study by Robert Rosenthal and Lenore Jacobson described the impact of teacher expectations and how they positively influenced student achievement. They began their research by taking an IQ test at the beginning of the school year. They randomly selected a fifth of the students and judged them to be exceptionally gifted. Rosenthal and Jacobson then relayed the names of the “highest performing students” to their teacher, informing him that these students showed promise and were likely to do great things. Rosenthal and Jacobson, in their hypothesis, knew that news of this magnitude would spark increased interest in teachers' expectations of "gifted" students, as well as students who now believed themselves to be above average. Later that year, the students then took another IQ test and the results came back as originally expected. Their teachers' heightened expectations led students to perform exceptionally well on their IQ tests; thus proving that teacher expectations are directly correlated to student outcomes (Conley 509-510). In a similar research study conducted by Christine M. Rubies-Davies of the University of Auckl...... middle of article ...... influence student achievement. Various studies have been carried out and yet, all the results remain consistent: the more involved a teacher is and the higher the expectations of his students, the greater his student's success will be. Works Cited Conley, Dalton. You may ask for an introduction to thinking like a sociologist. New York, London: WW Norton 2013. E-book connection. Internet. March 3, 2014. Rubies-Davies, Christine M. “Classroom Interactions: Exploring the Practices of High and Low Expectation Teachers.” British Journal of Educational Psychology 77.2 (2007): 289-306. Academic research completed. Internet. March 3, 2014. Rubies-Davies, Christine M. “Teacher Expectations and Perceptions of Student Attributes: Is There a Relationship?” ". British Journal of Educational Psychology 80.1 (2010): 121-135. Academic research completed. Internet. March 3 2014.