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- W2034455007 abstract "Forty-two children (25 boys, 17 girls) in two traditional second-grade classrooms were videotaped during normal classroom activity until approximately 50 min of tape was accumulated for each child. A variety of behaviors was then coded on an event recorder, including child-child interactions, general behaviors, and child-teacher interactions. Teacher evaluations expressed as ratings between bipolar adjectives were also obtained. A principal components analysis revealed six distinct factors. The strongest factor was composed of teacher-child interactions. Analyses of variance indicated that sex and birth order differences were limited. Compared to boys, girls engaged in more verbalization with same-sex peers (p < .001) and more cooperation with same-sex peers (p < .05). Teacher's evaluations were not significantly influenced by the sex of the children. Favorable teacher evaluations were clearly associated with the extent to which a child approached and remained in proximity to the teacher." @default.
- W2034455007 created "2016-06-24" @default.
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- W2034455007 date "1977-10-01" @default.
- W2034455007 modified "2023-10-18" @default.
- W2034455007 title "Social behavior of children in a classroom setting" @default.
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- W2034455007 doi "https://doi.org/10.1016/0361-476x(77)90045-5" @default.
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