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ERIC Number: ED165085
Record Type: RIE
Publication Date: 1974
Reference Count: 0
Classroom Format as a Determinant of Teacher-Student Interaction Patterns and Attributions of Responsibility for Performance.
Cooper, Harris M.; And Others
Fourteen classrooms were grouped according to environmental format (open/mixed/traditional) and differences in teacher-student interaction patterns and perceptions of responsibility for outcomes assessed. As predicted, open classrooms showed the highest percentage of dyadic interactions. Also as predicted, open classrooms tended to show the lowest percentage of group interactions, highest percentage of interactions concerned with a student's individual work, and lowest percentage concerned with answering specific academic questions. Contrary to prediction, teachers of traditional classrooms rated students more personally responsible for failure than open classroom teachers. Finally, students in more open classrooms tended to perceive themselves as more responsible for success than students in traditional classrooms. Results are discussed in light of the philosophical bases which lead to the adoption of the open classroom format. (Author)
Descriptors: Academic Achievement, Classroom Design, Classroom Environment, Educational Research, Elementary Education, Elementary School Students, Interaction Process Analysis, Open Education, Self Directed Classrooms, Student Behavior, Student Responsibility, Student Teacher Relationship, Teacher Responsibility
Harris M. Cooper, Department of Psychology U-20, University of Connecticut, Storrs, CT 06268
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Mental Health (DHEW), Rockville, MD.
Authoring Institution: N/A