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ERIC Number: ED030609
Record Type: RIE
Publication Date: 1968-Aug
Pages: 19
Abstractor: N/A
Reference Count: 0
Teacher Awareness: Social Cognition in the Classroom.
Smith, Louis M.; Kleine, Paul F.
An experiment was conducted to test three hypotheses: (1) as teacher cognitive complexity increases then teacher awareness increases, (2) as teacher cognitive differentiation increases then teacher awareness increases, (3) as teacher awareness increases then pupil esteem for the teacher increases. Measurements were made in the late spring using 69 teachers and their fifth and sixth grade classes from a four-state area. Teacher awareness was measured by correlating teacher rank-order ratings with pupil sociometric ratings of pupils' popularity, arithmetic ability, and psychomotor ability. Cognitive complexity was measured using the Kelly Reptest, and cognitive differentiation was measured using a form of the Witkin Embedded Figures Test (EFT). A modification of the Halpin Leader Behavior Description Questionnaire was used to measure pupil esteem of the teacher. Hypotheses 2 and 3 were supported but hypothesis 1 was not supported. Low correlations between cognitive complexity and cognitive differentiation suggest that research is needed in that area. Data indicated that teacher cognitive complexity is related to pupil esteem but that cognitive differentiation is not. (Discussion of the findings includes suggestions for further research on the nature of social cognition and on teacher awareness; specific implications for teachers are also indicated. An 18-item bibliography is included.) (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: CEMREL, Inc., St. Ann, MO.
Identifiers: N/A