ERIC Number: ED160205
Record Type: RIE
Publication Date: 1978-Mar
Reference Count: 0
Temperament Clusters and Individual Differences in the Elementary Classroom: A Summary.
Barclay, James R.
This study examines the interaction of individual differences in pupils' temperament and ability with variations in educational strategies used in elementary school classrooms. This interaction was analyzed by re-examining the data from 2 previous studies of the effects of various educational strategies on social and academic behavior problems. Both studies used the Barclay Classroom Climate Inventory (BCCI) to identify problem areas and to group children into 6 temperament-aptitude clusters. The first study involved children in traditional, open, and behaviorally oriented classrooms in Terre Haute, Indiana. These children were tested 3 times for achievement and BCCI placement as they progressed from grades 3 through 6. The second study involved the application of 2 group counseling approaches in fourth and fifth grade classrooms in Zebulon, Georgia. The BCCI was administered and behavioral observations were made at the beginning and the end of the 6-week treatment period. Results from parametric and non-parametric analyses of the data indicated the existence of various temperament X treatment interactions. The results also suggested that certain treatments enhance the development of certain temperament groups while blocking the development of others. The study indicates the importance of considering individual differences in the planning of educational strategies. (BD)
Descriptors: Academic Aptitude, Behavior Change, Behavioral Sciences, Comparative Analysis, Counseling Services, Educational Strategies, Elementary Education, Elementary School Students, Followup Studies, Individual Differences, Open Education, Personality, Program Effectiveness, Research, Student Problems, Traditional Schools
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Barclay Classroom Climate Inventory
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, March 27-31, 1978)