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FAVORITISM: WHY DOESN’T TEACHER CALL ON ME?

FAVORITISM: WHY DOESN’T TEACHER CALL ON ME? . Lauri A. Schmid-Snoeck Education 702.22-Spring 2010 Professor O’Connor-Petruso. Table of Contents. INTRODUCTION Statement of the Problem Review of Related Literature Statement of Hypothesis. STATEMENT OF THE PROBLEM.

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FAVORITISM: WHY DOESN’T TEACHER CALL ON ME?

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  1. FAVORITISM: WHY DOESN’T TEACHERCALL ON ME? Lauri A. Schmid-Snoeck Education 702.22-Spring 2010 Professor O’Connor-Petruso

  2. Table of Contents • INTRODUCTION • Statement of the Problem • Review of Related Literature • Statement of Hypothesis

  3. STATEMENT OF THE PROBLEM FAVORITISM : The literature indicates that failure to create close teacher-child relationships results in • negative impact on growth of social skills and self-confidence • marginalized and differentiated teaching behaviors • lower academic achievement • greater levels of conflict and aggression in the classroom

  4. Literature Review Teacher-Child relationships effect Children’s social skills, self-worth and self-esteem. (Berry & O'Conner, Davies & Brember, Gallegher & Mayer) Children’s educational achievement (Daniels et al, Koepke & Harkins, Logan & Johnston, Opoku-Amankwa)

  5. Literature Review Teacher-Child relationships require Teachers understand and reflect upon their *management style, *teaching strategies, *responsibility to grow as professionals, *power and recognize their impact and influence over students. (Butterman, Egan & Anastasia, Haydon et al, Newberry & Davis)

  6. Statement of the Hypothesis Teachers may be unaware of practices of favoritism and its effects on students over time. A change in classroom management or practice can improve equity and fairness and avoid the appearance of favoritism.

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