Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement
Table 3
Descriptive statistics for teacher-student interactions during whole class teaching and bivariate and partial correlations with academic achievement and teacher expectations, across (A) and within (W) classrooms (N = 151).
Descriptives
Correlations
M
SD
Academic achievement
Teacher expectations
Partial (expectations, controlling for achievement)
A1
W1
A
W
A
W
Type of turns
Direct
1.56
1.70
−0.13
−0.18
−0.23
−0.24
−0.19
−0.16
Public
1.66
1.53
−0.06
−0.13
−0.16
−0.18
−0.16
−0.13
Aloud
0.28
0.71
0.02
0.06
0.07
0.13
0.09
0.11
Student initiative
0.15
0.46
−0.02
−0.03
−0.08
−0.09
−0.08
−0.09
Focus of feedback
Task
2.44
2.20
−0.13
−0.17
−0.24
−0.22
−0.20
−0.14
Process
1.03
1.32
−0.08
−0.06
−0.13
0.12
−0.10
−0.11
Metacognition
0.15
0.42
0.01
−0.06
0.03
−0.04
0.03
0.01
Self
0.94
1.21
−0.18
−0.11
−0.16
−0.16
−0.06
−0.12
Way of feedback
Directive
3.10
2.91
−0.16
−0.17
−0.26
−0.22
−0.21
−0.14
Facilitative
0.52
0.95
0.07
0.03
0.09
−0.01
0.06
−0.04
Total2
8.21
6.72
−0.13
−0.16
−0.22
−0.22
−0.18
−0.15
< 0.05, < 0.01. Notes: (1) A = across classrooms, W = within classrooms; (2) total number of interactions is the sum of turns and feedback interactions (focus).