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ERIC Number: ED189156
Record Type: RIE
Publication Date: 1980-Apr
Pages: 16
Abstractor: N/A
Reference Count: 0
Perceived Classroom Climate and Cognitive Structure of Geometry Terms as a Function of Matching Students with Teachers on Field Independence.
Griswold, Philip A.; Cox, David L.
Twenty-three tenth grade male students from an urban, parochial preparatory schools participated in this study, along with two male geometry teachers. On the basis of the Group Embedded Figures Test, one teacher was assigned field dependent students, and the other teacher was assigned field independent students. The field dependent class evaluated the classroom climate more positively and closer to their teacher's perception than did the field independent class. Interpretation of individual difference multidimensional scaling suggested that the configuration of the relationships among geometry terms was similar for the two classes. These results suggest that, while FDI may be a factor in the perception of classroom climate for matched students and teachers, it makes little difference in terms of the inferred cognitive structure of the subject matter. (Author/GSK)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Field Dependence Independence; Group Embedded Figures Test
Note: Paper presented at the Annual Meeting of the American Educational Research Association (64th, Boston, MA, April 7-11, 1980).