Teachers' beliefs about interaction control and their observed behavioral correlates.

A teacher's perception of control over interactions with pupils has been suggested as a possible mediator of the expectation communication process. The present study tested some predictions based on this line of reasoning, with both between- and within-classroom analysis models. Participants were 204 3rd–5th graders from 5 schools and 17 teachers. The within-classroom analysis found, as predicted, that teachers viewed interactions with low-expectation pupils as less controllable than those with high-expectation pupils and that teacher initiations were perceived as more controllable than child initiations. In addition, a predicted (but nonsignificant) negative relation was found between the frequency of a teacher's ignoring a pupil's response and interaction control: Less relative perceived control over a pupil was associated with a relatively more frequent occurrence of no feedback. Reasons for the weakness in relations are discussed. Also, explanatory analyses involving control and the frequency of 6 types of classroom interaction are presented. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)