Classroom interaction as a function of teacher expectations, student sex, and time of year
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.
Good, TL; Cooper, HM; Blakey, SL
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