Classroom Context of Student-Perceived Differential Teacher Treatment.

Marshall, Hermine H.; Weinstein, Rhona S.

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Peer reviewed

ERIC Number: EJ346424

Record Type: Journal

Publication Date: 1986

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Classroom Context of Student-Perceived Differential Teacher Treatment.

Marshall, Hermine H.; Weinstein, Rhona S.

Journal of Educational Psychology, v78 n6 p441-53 Dec 1986

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)

Descriptors: 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

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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