NotesFAQContact Us
Search Tips
ERIC Number: ED026758
Record Type: Non-Journal
Publication Date: 1967
Pages: 113
Abstractor: N/A
Reference Count: N/A
Productive Thinking of Gifted Children in Classroom Interaction. CEC Research Monograph Series B, Number B-5.
Gallagher, James J.; And Others
A research project attempted to identify and classify productive thought processes of gifted junior high school students and their teachers. Subjects were 176 gifted high achieving students of both sexes with a verbal IQ range of 127.21 to 136.35, a nonverbal IQ range of 122.88 to 134.59, and a chronological age range of 12.50 to 14.63 years. The students were given tests to determine attitudes and divergent thinking abilities and were evaluated for social qualities and class contributions by their teachers. Parents were asked to complete questionnaires independently to determine family relationships. Three judges, working as a team, tape recorded five consecutive sessions of classes in social studies, science, and English conducted by different teachers in the fall and again the following spring; all comments were classified according to levels of thinking defined in Guilford's structure of the intellect. The types of questions asked by teachers strongly influenced the quality of pupil response. More than 50% of questions asked in a class session were cognitive memory questions. The second most frequent category was convergent thinking, with a much smaller proportion of divergent and evaluative thinking questions. (BB)
The Council for Exceptional Children, NEA, 1201 16th Street, N.W., Washington, D.C. 20036 ($2.00).
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Elizabeth McCormick Foundation, Chicago, IL.; Office of Education (DHEW), Washington, DC.
Authoring Institution: Council for Exceptional Children, Arlington, VA.