ERIC Number: ED036468
Record Type: RIE
Publication Date: 1969
Reference Count: 0
The Relations Between Classroom Interaction and Teacher Ratings of Pupils: An Exploration of One Means by Which a Teacher May Communicate Her Expectancies. Peabody Papers in Human Development.
Dalton, William B.
A study was conducted to test four hypotheses: (1) There are differences in the total number of interactions that a teacher has with pupils whom she has rated differently. (2) The teacher interacts more directly with those pupils she rates low than with those she rates high. (3) The teacher interacts more indirectly fewer times with those pupils she rates low than with those whom she rates high. (4) The teacher uses more criticism with those pupils she rates low than with those whom she rates high. Subjects were the teacher and 33 pupils of a fourth grade class. The investigator recorded teacher-pupil interaction in the classroom two days a week for five weeks using a modified version of Flanders' Interaction Analysis in which each interaction was scored with a notation as to which pupil(s) were involved. The teacher's rating of her pupils was measured before and after the observation period using Kilpatrick and Cantril's Self-Anchoring Ladder Rating Scale. Interaction frequencies were obtained for each pupil in each Flanders category and category group. Data were analyzed using Newman Keul Test, Kendall coefficient of of concordance, and analysis of variance to determine the existing relationship between the interaction frequencies and combined Ladder ratings of each pupil. Hypotheses 1, 2, and 4 were confirmed, indicating that observable verbal pupil-teacher interaction patterns may be an important means of communicating teacher expectancies to pupils. (JS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: George Peabody Coll. for Teachers, Nashville, TN.
Note: Edited version of a paper presented at the annual meeting of the Southeastern Psychological Assn., New Orleans, La., Feb 27, 1969