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ERIC Number: ED022552
Record Type: RIE
Publication Date: 1967-Nov-30
Pages: 15
Abstractor: N/A
Reference Count: 0
Head Start Evaluation and Research Center, the University of Chicago. Report C, Cognitive Interaction between Teacher and Pupil in a Preschool Setting.
Hess, Robert D.; Shipman, Virginia C.
This progress report describes the method used in acquiring the verbal behavior of teachers during class time. The method of acquiring this data is an important part of the larger study concerned with the evaluation and standardization of coding categories for use as an observation and research tool in analyzing teacher behavior. In fact, the categories were derived from research on maternal teaching styles but were adapted to teachers' classroom behavior in preschool situations. The emphasis of this research is on the cognitive interchange between teacher and pupil. The coding categories allow tabulation of the different types of communication used in the classroom. During the initial development of the teacher behavior coding scheme, teacher observation was conducted at two nursery schools, one for low income children and one for high income children. A second observation phase was conducted in three different types of classrooms: (1) a settlement house class, (2) a Montessori class, and (3) two Head Start classes. Each observation session was taped and coded by an observer. The teacher involved wore a cordless microphone and the observer received the broadcast, for purposes of consistent pick up, by earphones. The 17 transcripts taken are being coded and analyzed. Two appendixes at the end of the report enumerate the coding categories. (WD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.; Institute for Educational Development, New York, NY.
Authoring Institution: Chicago Univ., IL. Head Start Evaluation and Research Center.