The purpose of this study was to examine the congruence of teacher and student perceptions of the number, length, and type of dyadic interactions between teacher and student as reported on questionnaires. In addition, this study examined the relationship between the teacher expectation rating and the teacher and student perceptions of interactions and the teacher expectation rating and the observed frequency of the number, length, and type of dyadic interactions. / Data were collected during nine days of observation for five teachers for two periods a day. The Oliver Adaptation of the Brown DIO Tool was used by five trained observers to record data on dyadic interactions in each class. The teachers were asked to rate each of their students on four criteria which represented their expectations of each student in physical education. The teachers and students were asked to respond to a questionnaire regarding their perception of the dyadic interactions that took place during physical education. The data from the observation of each class, the perception quesionnaires, and the teachers' expectation ratings were analyzed for each class of all teachers to provide results for this study. / The results indicated that a wide disparity existed in the number, length, and type of interactions that occurred between teachers, classes, and students. There was little indication that teachers interacted differently with their students based on their expectations, therefore, the "Pygmalion Effect" was not apparent in this study. The strongest associations surfaced between the teachers' perceptions of interactions and observed interactions. Conversely, the students' perceptions of interactions showed weak associations with the observation data. Teacher and student perceptions of interactions showed little congruence with the strongest agreements occurring for the questions regarding noncontent-related and student-initiated interactions. The findings in this study suggested that these teachers: considerably diversified their dyadic interaction behaviors, exemplified an awareness about interaction behaviors that occurred with individual students, did not interact with individual students on the basis of expectations, and had different perceptions than students about interactions which occurred within classes. / Source: Dissertation Abstracts International, Volume: 45-08, Section: A, page: 2440. / Thesis (Ph.D.)--The Florida State University, 1984.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75361 |
| Contributors | OLIVER, PAMELA SUE., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 214 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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