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Peer reviewed Peer reviewed
ERIC Number: EJ346424
Record Type: CIJE
Publication Date: 1986
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Classroom Context of Student-Perceived Differential Teacher Treatment.
Marshall, Hermine H.; Weinstein, Rhona S.
Journal of Educational Psychology, v78 n6 p441-53 Dec 1986
This study tests a model of classroom structural and interactional variables postulated as influencing students' achievement expectations. Hypotheses concerning structural differences between classrooms were unsupported. Hypotheses concerning positive teacher-student interactions in low- compared with high-differential-treatment classrooms were supported for grade five, compared with opposite pattern for grade seven. (Author/JAZ)
Descriptors: Academic Achievement, Classroom Communication, Classroom Observation Techniques, Elementary Education, Grade 1, Grade 3, Grade 5, Grouping (Instructional Purposes), Models, Teacher Attitudes, Teacher Behavior, Teacher Student Relationship
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Teacher Treatment Inventory (Weinstein et al)