Literaturnachweis - Detailanzeige
Autor/inn/en | Marshall, Hermine H.; Weinstein, Rhona S. |
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Titel | Classroom Context of Student-Perceived Differential Teacher Treatment. |
Quelle | In: Journal of Educational Psychology, 78 (1986) 6, S.441-53Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Academic Achievement; Classroom Communication; Classroom Observation Techniques; Elementary Education; Grade 1; Grade 3; Grade 5; Grouping (Instructional Purposes); Models; Teacher Attitudes; Teacher Behavior; Teacher Student Relationship Schulleistung; Klassengespräch; Elementarunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Grouping; Gruppenbildung; Analogiemodell; Lehrerverhalten; Teacher behaviour; Teacher student relationships; Lehrer-Schüler-Beziehung |
Abstract | This study tests a model of classroom structural and interactional variables postulated as influencing students' achievement expectations. Hypotheses concerning structural differences between classrooms were unsupported. Hypotheses concerning positive teacher-student interactions in low- compared with high-differential-treatment classrooms were supported for grade five, compared with opposite pattern for grade seven. (Author/JAZ) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |