Publications [#251519] of Harris M. Cooper
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Peer-reviewed journal articles published
- Cooper, HM; Burger, JM; Seymour, GE. "Classroom context and student ability as influences on teacher perceptions of classroom control." American Educational Research Journal 16.2 (1979): 189-196. [doi]
(last updated on 2024/01/01)
Abstract:
Two studies examined teacher cognitive processes concerning personal control in the classroom. The extent to which teachers perceived classroom control and expected successful outcomes with high- and low-ability students were contrasted within five different hypothetical classroom contexts. The results indicate that high-ability students are perceived as more controllable than low-ability students; teacher-initiated interactions are perceived as providing more control than student-initiated interactions; the setting has effects on perceived control of interaction duration; and interactions with high-ability students are seen as more likely to lead to successful outcomes than interactions with low-ability students.
