Classroom interaction as a function of teacher expectations, student sex, and time of year

Published

Journal Article

Examined classroom interaction patterns between male and female pupils perceived by their teachers to be either high or low achievers. Observational data were collected in 16 3rd-, 4th-, and 5th-grade classrooms at 3 distinct times in the school year. Three-way repeated-measures multivariate ANOVAs were conducted on the process data. Expectation and sex results are consistent with previous findings. Differences in teacher-pupil interaction patterns across time suggest that teachers may make major socialization efforts early in the year and may become less active initiators as the year progresses. (17 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1980 American Psychological Association.

Full Text

Duke Authors

Cited Authors

  • Good, TL; Cooper, HM; Blakey, SL

Published Date

  • June 1, 1980

Published In

Volume / Issue

  • 72 / 3

Start / End Page

  • 378 - 385

International Standard Serial Number (ISSN)

  • 0022-0663

Digital Object Identifier (DOI)

  • 10.1037/0022-0663.72.3.378

Citation Source

  • Scopus