Study of differential teacher behavior toward high, middle, and low achievers

Abstract

This study was undertaken to determine the extent of differential teacher behavior to high, middle, and low achieving students. Twenty-four students in four heterogeneous fourth grade social studies classrooms from two La Crosse Area Public Schools were observed. Six students (two each from high, middle, and low) from each class were included. Teacher-student interactions with high, middle and low achieving students were assessed using an abbreviated version of the Brophy and Good (1970) Dyadic Interaction system. Analyses of variances were performed on each observation category to assess achievement level effects, class effects, and the interaction of level and class. For each variable showing significant F ratios for achievement level, Duncan Multiple Comparison (Edwards, 1963) procedures were calculated. Although results for total quantitative measures showed no significant differences in teacher contacts, individual quantitative measures showed significant differences in teacher behavior with respect to achievement level. High achievers received significantly (p < .05) more teacher initiated response opportunities and were asked significantly (p. < .01) more direct questions than middle and low achievers. Results also indicated that high achievers were given significantly (p < .05) more reading turns than low achievers. Qualitative findings for teacher initiated contacts showed only one significant (p < .01) difference between achievement groups. Teachers repeated questions more often for high achievers than low achievers.