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Frederick Herrmann

-AWARD WINNING EDUCATOR-

FREDERICK HERRMANN

EDUCATIONAL STUDIES

Developmental Systems Theory

In this video, I discuss the origin, theoretical framework and educational applications of DST. Additionally, I critique a number of difficulties with the theory.

Rosenthal-Pygmalion Effect

Demir, C. (2025). The Power of Expectation on Student Achievement: Pygmalion Effect. Base for Electronic Educational Sciences (BEDU), 6(1), 1–22.

Jemison-Ewing, I., & Cummings, M. I. (2022). Conversations About Academic Success: Developing Supportive Context for High Achieving Black Students. Mid-Western Educational Researcher, 34(2), 116–139.

Hussain Al-Fadhli, & Madhu Singh. (2006). Teachers’ Expectancy and Efficacy as Correlates of School Achievement in Delta, Mississippi. Journal of Personnel Evaluation in Education, 19(1/2), 51–67.

Bergold, S., & Steinmayr, R. (2023). Teacher Judgments Predict Developments in Adolescents’ School Performance, Motivation, and Life Satisfaction. Journal of Educational Psychology, 115(4), 642–664.

Wang, Y., Qin, Y., Gao, K., Qi, W., & Sang, G. (2025). Perceived teacher expectations and the academic engagement of junior high school students in rural China: The role of academic self-efficacy. School Psychology International, 46(1), 51–67.

Crystallizing Experience

Cameron, P. A., Mills, C. J., & Heinzen, T. E. (1995). The social context and developmental patterns of crystallizing experiences among academically. Roeper Review, 17(3), 197.

Freeman, C. (1999). The crystallizing experience: a study in musical precocity. Gifted Child Quarterly, 43(2), 75–85.

The Fear Factor

Mentor-Autonomy

MacIsaac, D. (2018). New NAS Publications: How People Learn II and English Learners in STEM Subjects. Physics Teacher, 56(9), 654.

Colter, R., & Ulatowski, J. (2017). The unexamined student is not worth teaching: preparation, the zone of proximal development, and the Socratic Model of Scaffolded Learning. Educational Philosophy & Theory, 49(14), 1367–1380.

Lesson Momentum

Zimmerman, A. S. (2017). CHAPTER 3: INVESTIGATING THE PRACTICAL INTENTION TO MAINTAIN LESSON MOMENTUM: Implications for Teacher Education. Curriculum & Teaching Dialogue, 19(1/2), 53–69.

Iqbal, M. Z. (2017). Reflection-in-Action: A Stimulus Reflective Practice for Professional Development of Student Teachers. Bulletin of Education & Research, 39(2), 65–82.

Kennedy, M. M. . (2004). Reform Ideals and Teachers’ Practical Intentions. Education Policy Analysis Archives, 12, 13.

Gore, J. M., & Parkes, R. J. (2007). On the mistreatment of management. In A. Phelan and J. Sumsion (Eds.), Critical reading in teacher education, (pp. 1-16). New York, NY: Sense Publishing.

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