In a replication and extension of work by Silberman (1969), differential teacher behavior toward different students was studied in relation to the attitudes teachers held toward those students. Using data on dyadic teacher-child interactions collected with the Brophy-Good system, contrasting patterns were noted in the ways teachers interacted with…

The effects of systematically varied verbal and nonverbal components of teachers' evaluative behavior upon children's perceptions and attitudes were studied within an experimental classroom. Subjects were 126 sixth-grade students. (Author)

It was concluded that important differences occurred in interaction patterns, but not in pupil affect, when two different curricular organizing strategies were used. (Author)

The six studies reported on here sought to determine if patterns of behaviors could be determined in the verbal and nonverbal communications of teachers toward pupils, and if there were differences in these patterns when such variables as sex, race, ability, age, and socioeconomic status were considered. Videotapes of over 100,000 teacher/pupil…

In order to determine the effect of day care center sponsorship on children's development, the authors examined the ways in which programs, objects and materials, and teacher/child interactions affected the preoperational behavior of 4-year-old black children in publicly and privately supported day care centers. A total of 120 4-year-olds (30 from…

Using a test-observe-test design with a sample of 29 4-year-old children, this study examined the relationship between children's activity choices in a typical progressive nursery school and their intellectual performance, socioeconomic status (SES), and sex. An attempt was made to identify those experiential factors associated with changes in…