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ERIC Number: ED068402
Record Type: RIE
Publication Date: 1972-Apr
Pages: 20
Abstractor: N/A
Reference Count: 0
Teacher-Pupil Interaction and Teacher Expectations for Pupil Achievement in Secondary Social Studies Classes.
Cornbleth, Catherine; And Others
Identification of behavioral correlates of differential teacher expectations for pupil performance is made through a system of dyadic interaction analysis. Observable differences in secondary teachers' behavior with pupils from whom they expect high achievement and pupils from whom they expect low achievement are measured in seven social studies classrooms in schools which serve pupils from a wide range of socio-economic backgrounds and which do not employ ability grouping. Comparison of the findings of this study is made with those of previous studies conducted with experienced teachers in junior high math, reading, and social studies classes, in self-contained elementary classrooms, and in a laboratory study employing student-teachers and high school pupils. The outcomes of this study suggest not only further research to replicate, refine, and extend these findings, but also efforts to involve classroom teachers in identifying and modifying behavior patterns which might contribute to the fulfillment of their negative expectations. (Author/SHM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at annual meeting, American Educational Research Association, Chicago, April, 1972