ERIC Number: ED056442
Record Type: RIE
Publication Date: 1971-Feb
Reference Count: 0
Patterns of Cognitive and Affective Emphasis in Gifted and Average Classes.
House, Ernest R.; And Others
Data from a Class Activities Questionnaire was used in the evaluation of the state gifted program in Illinois to determine patterns of cognitive and affective emphasis in gifted and average classes. Significant differences were found in the degree of emphasis on higher thought processes, classroom focus, and classroom climate. Significant differences were also found between average and gifted classes on two statistical factors: application, synthesis, enthusiasm, and independence; and memory and test/grade stress. Differences were: average classes emphasized two or less thought processes, while gifted classes emphasized three or more; average classes emphasized only one higher thought process, while gifted classes emphasized two or more; average classes emphasized three of seven levels of thinking, while gifted classes emphasized six of seven; average classes had a higher amount of teacher talk; average classes had little chance for discussion, while gifted classes had much; test/grade stress was characteristic of average classes and not characteristic of gifted classes; average classes revealed an absence of enthusiasm, while gifted classes revealed an abundance; and average classes allowed independence in a fourth of the classes, while gifted classes allowed independence most of the time. (CB)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Illinois Univ., Urbana. Center for Instructional Research and Curriculum Evaluation.
Note: Paper presented at the American Educational Research Association (New York, New York, February 7, 1971)