Low-inference classroom observational data were collected on 362 children in four elementary schools (grades two to five) who had been consistentlV ranked by two successive teachers over a two-year period. Teachers ranked students on one or more of thirteen bipolar scales assessing personality characteristics and teacher expectations. Two-way…

The frequency and types of physical touching that occurred between preschool teachers and children were observed in four classrooms, each of which contained a male and a female teacher. (JMB)

Of those surveyed, only the extroverted achievers had much contact with faculty members. For introverted achievers, contact was very minimal suggesting that perhaps not all students require such contact as part of their education. (CJ)

Grade level and sex of student are important variables determining teacher attitudes and responses. (JD)

As part of the desegregation plan in the City of Detroit, teachers in recently desegregated schools participated in an inservice program to provide for equal instructional opportunity in the involved classrooms. Teacher-student interaction data were collected in each teacher's classroom using the Brophy-Good System. These data were transformed to…

This paper presents a multi-faceted study of interactions between teachers and children in four first grade classrooms. Research and theory related to teacher behavior, child development, teacher-student interactions, the classroom environment and the social context of schools and communities are reviewed. Previous research which has portrayed the…

Research indicates that boys perform better on mathematics tests while girls perform better on reading tests. An investigation of why boys' and girls' performance differs was made by coding teacher interactions with second grade students during reading and mathematics instruction. Results reveal that teachers: made relatively more academic contact…

The two studies reported, on teacher reinforcement of and teacher attitudes toward children's sex-preferred behaviors attempted to clarify some issues concerning the differential treatment of boys and girls at the preschool level. The first study looked at teacher reinforcement of sex-preferred behaviors in children aged 3 to 5 years as a function…

The 13 articles collected in this volume address various aspects of verbal and nonverbal communication in the educational setting. Among the subjects discussed are research in verbal and nonverbal communication, sex differences and social-class differences in teacher/student communication behavior, communication processes in adult basic education…

AN ATTEMPT WAS MADE TO DESCRIBE THE VARIOUS ELEMENTS OF THE ELEMENTARY CLASSROOM ENVIRONMENT (GRADES K-6) WHICH AFFECT INTERACTIONS BETWEEN TEACHERS AND THEIR PUPILS. MEASUREMENTS OF INTERACTION OCCURRENCES WERE GATHERED WITH RESPECT TO (1) CLASSROOM ACTIVITIES, (2) TEACHING STYLES AND PUPIL RESPONSES, (3) SENSORY EMPHASES, AND (4) USES OF…

This grant application describes the theoretical background and research design of a project intended to study the interaction between children's styles of functioning and the opportunities and requirements of an open classroom environment. A major assumption to be tested is that exploratory children function more effectively in open classrooms.…

This investigation was conducted to determine if 5-year-old students randomly chosen from an open classroom for 4-, 5-, and 6-year-olds communicated at random across sex, race, and age groups. The classroom was composed of nine learning centers and was organized around the following activities: math, dramatic play, blocks, art, reading, listening,…

This book is about the kinds of individual differences in students that make differential impressions on teachers, the ways that such differential impressions lead teachers to form differential attitudes and expectations regarding different students, and the ways that these differential teacher attitudes and expectations begin to affect…

Sex differences in children's reactions to failure feedback in school situations were investigated by assessing the ways in which teachers use negative evaluation in the classroom. Three aspects of teachers' evaluative feedback were studied: (1) ratio of negative to positive feedback; (2) contingency vs. noncontingency of feedback; and (3) (the…

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…