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ERIC Number: ED061176
Record Type: RIE
Publication Date: 1972-Apr
Pages: 35
Abstractor: N/A
Reference Count: 0
The Relationship Between Elementary School Teachers' Assignments of Educational Priorities and Their Practice: A Q Study.
Woog, Pierre
This study investigated the relationship of elementary teachers' priorities given to behavioral objectives of instruction and their practice in the classroom. Thirty teachers, representing six school districts, were administered a 100-item structured Q-sort comprised of five theoretical categories: low cognitive, high cognitive, tool-skill, affective-personal, and affective-interactive. Statistical analyses revealed that 26 teachers ranked either the affective or high cognitive categories as most important. When these findings were correlated to classroom practice, no significant correlation was found between those objectives teachers ranked as most important and those they practiced. The study seemed to demonstrate that although teachers did have priorities of instruction, they did not translate these priorities into their classroom practice. A bibliography of 18 items is addended. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Presented at the Annual Meeting of the American Educational Research Assn., Chicago, April 1972. Unpublished doctoral dissertation, Hofstra University, 1971