Classroom interactions and social groupings: how to facilitate change
Date
2004
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Abstract
The present study examined patterns of teacher-child interactions on children's sociometric status. The effects of teacher awareness of interaction patterns on subsequent teacher behavior was also examined. Characteristics of students of differing levels of sociometric status were explored through the use of the Pyryt Mendaglio Self-Perception Survey (PMSPS) and the Social Skills Rating System (SSRS). Participants were 8 grade three students and 6 grade six/seven students and their respective teachers. Results revealed differential teacher-student interactions with students of differing sociometric status. Differences in patterns were noted between age groups. Some teacher behavior change following awareness feedback was evident. Varying self-perceptions and perceptions of social relationships were noted between children with different levels of sociometric status.
Description
Bibliography: p. 136-145
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Citation
Bates, T. (2004). Classroom interactions and social groupings: how to facilitate change (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/22018