ERIC Number: ED048099
Record Type: RIE
Publication Date: 1971
Reference Count: 0
Pupil Control Ideology and Teacher Influence in the Classroom.
A study investigated whether pupil control ideology of teachers differentially affected their operational behavior in the classroom. Elementary school teachers employed in a suburban St. Louis district (N=260) responded to the Pupil Control Ideology Form (PCI). From this group 20 were selected to comprise two experimental groups: those with highest scores (custodial) and those with lowest (humanistic). Flanders' interaction analysis was then used to classify the classroom verbal interaction of each teacher in the two groups during each of three 20-minute observation periods. Data was analyzed by utilizing the test of significance of a difference between proportions, z to test three null hypotheses. There was no significant difference between the proportions of indirect verbal behavior, of direct verbal behavior, or of student verbal behavior. However, the humanistic and custodial Ss in this study differed in the frequency of use of verbal behaviors categorized as 1) accepting and developing student ideas; 2) lecturing, giving facts or opinions; and 3) student-initiated verbal behaviors. In each case, the humanistic group of teachers utilized significantly more verbal behaviors classified as indirect than did the custodial group of teachers. It is therefore concluded that the pupil control ideology of the teacher does differentially affect selected verbal behavior in the classroom. (Author/JS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Flanders System of Interaction Analysis; Pupil Control Ideology Form
Note: Paper presented at annual meeting, AERA, New York, 1971.