Grade Level and Sex of Student as Context Variables in Elementary School

Low-inference classroom observational data were collected on 362 children in four elementary schools (grades 2-5). Analyses indicated that teachers generally responded similarly to both sexes, although there were subtle differences in methods of calling on students, behavior during private work contacts, acceptance of students' non-academic requests, and both teachers' and students' affective responses during dyadic interactions. Grade level differences indicated a shift away from private, dyadic settings toward primarily public whole-class settings and an increasing focus on academic work, rather than conduct or personal matters, with increasing grade level. These differences are discussed in terms of student maturation and increased socialization of students to conform to teacher expectations.