In Rosenthal and Jacobson's study of teachers' expectations of students identified as "academic bloomers," the authors found that the students identified as "bloomers" improved their test scores over the course of a school year. The researchers concluded that teachers communicated expectation of improvement to "bloomers"

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The researchers concluded that the improvement in "bloomers'" performance was due to teachers' expectations being communicated in subtle and complex ways that were not directly identified, indicating the powerful influence of teacher expectations on student performance.

In Rosenthal and Jacobson's Study of Teachers' Expectations of Students