Pyryt, Michael C.Samuels, MarilynBates, Tana2005-08-162005-08-162004Bates, 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/220180612976300http://hdl.handle.net/1880/41928Bibliography: p. 136-145The 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.x, 151 leaves : ill. ; 30 cm.engUniversity 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.master thesis10.11575/PRISM/22018AC1 .T484 2004 B379