Classroom interaction as a function of teacher expectations, student sex, and time of year
Publication
, Journal Article
Good, TL; Cooper, HM; Blakey, SL
Published in: Journal of Educational Psychology
June 1, 1980
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.
Duke Scholars
Published In
Journal of Educational Psychology
DOI
ISSN
0022-0663
Publication Date
June 1, 1980
Volume
72
Issue
3
Start / End Page
378 / 385
Related Subject Headings
- Education
- 5201 Applied and developmental psychology
- 3904 Specialist studies in education
- 1702 Cognitive Sciences
- 1701 Psychology
- 1303 Specialist Studies in Education
Citation
APA
Chicago
ICMJE
MLA
NLM
Good, T. L., Cooper, H. M., & Blakey, S. L. (1980). Classroom interaction as a function of teacher expectations, student sex, and time of year. Journal of Educational Psychology, 72(3), 378–385. https://doi.org/10.1037/0022-0663.72.3.378
Good, T. L., H. M. Cooper, and S. L. Blakey. “Classroom interaction as a function of teacher expectations, student sex, and time of year.” Journal of Educational Psychology 72, no. 3 (June 1, 1980): 378–85. https://doi.org/10.1037/0022-0663.72.3.378.
Good TL, Cooper HM, Blakey SL. Classroom interaction as a function of teacher expectations, student sex, and time of year. Journal of Educational Psychology. 1980 Jun 1;72(3):378–85.
Good, T. L., et al. “Classroom interaction as a function of teacher expectations, student sex, and time of year.” Journal of Educational Psychology, vol. 72, no. 3, June 1980, pp. 378–85. Scopus, doi:10.1037/0022-0663.72.3.378.
Good TL, Cooper HM, Blakey SL. Classroom interaction as a function of teacher expectations, student sex, and time of year. Journal of Educational Psychology. 1980 Jun 1;72(3):378–385.
Published In
Journal of Educational Psychology
DOI
ISSN
0022-0663
Publication Date
June 1, 1980
Volume
72
Issue
3
Start / End Page
378 / 385
Related Subject Headings
- Education
- 5201 Applied and developmental psychology
- 3904 Specialist studies in education
- 1702 Cognitive Sciences
- 1701 Psychology
- 1303 Specialist Studies in Education