Differential Classroom Interaction in Social Studies As a Function Of Differential Expectations of Pupil Achievements

Abstract

The purposes of the study were: to determine whether fourth-grade social studies teachers verbally interacted differently with pupils as a function of differential expectations of pupil achievement and to determine whether fourth-grade social studies teachers verbally interacted differently with boys and girls. Data were collected using the Brophy-Good, dyadic observation system. Results revealed teachers to differ significantly in their teaching behavior with respect to high- and low-expectation pupils. However, teachers did not discriminate differentially between boys and girls. The findings of the study suggest that teachers probably do communicate differential performance expectations to different pupils through their classroom behavior, and the nature of this differential treatment is such as to encourage the pupils to respond in ways which would confirm teacher expectancies.