ERIC Number: ED021808
Record Type: Non-Journal
Publication Date: 1968-Jun
Reference Count: N/A
Analyses of Teacher Classroom Strategies Associated with Student Cognitive and Affective Performance. Final Report.
Gallagher, James J.
This report reviews 3 demonstration studies in which the Topic Classification System of classroom interaction analysis (a system of analyzing teacher objectives and student performance) was applied to 3 samples of classroom behaviors to determine the range and limitations of the system. In the introduction the system is discussed with reference to its theoretical base (J.P. Guilford's Structure of Intellect model) and to other systems of cognitive and affective interaction analysis. Each project is presented separately: Project I which observed the patterns of thought process classification when content and concept to be taught were held constant (12 pages), Project II which studied variations that might result from different content areas (8 pages) , and Project III which compared teacher instructional strategies when variables of curriculum and concept were held constant (7 pages). In the "Conclusions" (8 pages) implications are drawn from the findings both with regard to the interaction analysis tool being tested and to junior high and high school teacher-student interaction generally. A 23-item bibliography and 14 statistical tables are included. Appendix A (42 pages), "A System of Topic Classification": "A Classroom Interaction Study" by Gallagher, et al. (1966), is ED 013 233. Appendix B (5 pages), "Classification of Topic Transitions," extends the system to cover initiation and termination of topics. (JS)
Descriptors: Academically Gifted, Behavioral Objectives, Classification, Classroom Communication, Cognitive Processes, Concept Teaching, Course Content, Discussion (Teaching Technique), Educational Experiments, Interaction Process Analysis, Research Methodology, Secondary School Students, Skills, Student Behavior, Teacher Behavior, Teaching Styles
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Illinois Univ., Urbana.