Classroom interactions and social groupings: how to facilitate change

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dc.contributor.advisorPyryt, Michael C.
dc.contributor.advisorSamuels, Marilyn
dc.contributor.authorBates, Tana
dc.date.accessioned2005-08-16T17:20:56Z
dc.date.available2005-08-16T17:20:56Z
dc.date.issued2004
dc.descriptionBibliography: p. 136-145en
dc.description.abstractThe 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.en
dc.format.extentx, 151 leaves : ill. ; 30 cm.en
dc.identifier.citationBates, 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/22018en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/22018
dc.identifier.isbn0612976300en
dc.identifier.lccAC1 .T484 2004 B379en
dc.identifier.urihttp://hdl.handle.net/1880/41928
dc.language.isoeng
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleClassroom interactions and social groupings: how to facilitate change
dc.typemaster thesis
thesis.degree.disciplineApplied Psychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1488 520492005
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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