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Classroom interactions and social gr...

Bates, Tana.

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Classroom interactions and social groupings: How to facilitate change.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Classroom interactions and social groupings: How to facilitate change./
Author:	Bates, Tana.
Description:	151 p.
Notes:	Source: Masters Abstracts International, Volume: 43-04, page: 1044.
Contained By:	Masters Abstracts International43-04.
Subject:	Education, Educational Psychology. -
Online resource:	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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100 1 $a Bates, Tana. $3 1900916
245 1 0 $a Classroom interactions and social groupings: How to facilitate change.
300 $a 151 p.
500 $a Source: Masters Abstracts International, Volume: 43-04, page: 1044.
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.
590 $a School code: 0026.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Sociology of. $3 626654
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690 $a 0340
710 2 0 $a University of Calgary (Canada). $3 1017619
773 0 $t Masters Abstracts International $g 43-04.
790 1 0 $a Pyryt, Michael, $e advisor
790 1 0 $a Samuels, Marilyn, $e advisor
790 $a 0026
791 $a M.Sc.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ97630