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ERIC Number: ED050025
Record Type: RIE
Publication Date: 1971
Pages: 13
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teachers' Information Handling When Grouped with Students by Conceptual Level.
Rathbone, Charles; Harootunian, Berj
This study examined the effect of grouping teachers and students by conceptual level (CL) upon the teachers' information handling behavior. Twenty secondary school teachers were divided into two groups of 10 HCL and 10 LCL teachers according to their scores of the Paragraph Completion Test. Forty pairs of sixth graders were formed, each pair matched for IQ but with disparate CL. Information handling behavior of the teachers was identified through the use of the System for Analyzing the Oral Communication of Teachers. Degree of interdependentness was determined by the proportion of statements in the categories "helping students to theorize" and "helping students to express themselves." Results indicated that high CL teachers were significantly more interdependent than low CL teachers, and that significantly more interdependent techniques were used with HCL students than with LCL students. The highest interdependence was observed with the HCL teacher-HCL student treatment. The least interdependence was shown by the LCL teacher-LCL student treatment. HCL teachers were significantly more interdependent with HCL students than with LCL students. The interdependence of the LCL teachers did not vary significantly between LCL or HCL students. Implications for research on teaching are drawn from the student effect on HCL teachers. (RT)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Paragraph Completion Test (Schroder et al)
Note: Paper presented at AERA annual meeting, New York, 1971