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Classroom interactions and social gr...

Bates, Tana.

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Classroom interactions and social groupings: How to facilitate change.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Classroom interactions and social groupings: How to facilitate change./
作者:	Bates, Tana.
面頁冊數:	151 p.
附註:	Source: Masters Abstracts International, Volume: 43-04, page: 1044.
Contained By:	Masters Abstracts International43-04.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ97630
ISBN:	0612976300

Classroom interactions and social groupings: How to facilitate change.
Bates, Tana.

Classroom interactions and social groupings: How to facilitate change. - 151 p.

Source: Masters Abstracts International, Volume: 43-04, page: 1044.

Thesis (M.Sc.)--University of Calgary (Canada), 2004.

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.

ISBN: 0612976300Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Classroom interactions and social groupings: How to facilitate change.
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245 1 0 $a Classroom interactions and social groupings: How to facilitate change.
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500 $a Advisers: Michael Pyryt; Marilyn Samuels.
502 $a Thesis (M.Sc.)--University of Calgary (Canada), 2004.
520 $a 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.
520 $a 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.
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