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ERIC Number: ED039011
Record Type: Non-Journal
Publication Date: 1968
Pages: 16
Abstractor: N/A
Reference Count: N/A
Intellectual Operations in Teacher-Child Interaction.
Zimmerman, Barry J.; Bergan, John R.
Because the pressure of technological advancement has made teaching factual knowledge increasingly difficult, educators have been developing curriculums to transmit intellectual processes applicable to many tasks instead of subject matter content. One of the 20 educational Follow Through programs, the Tucson Early Education Model, surveyed 42 TEEM-trained teachers (EP) and 75 non-TEEM teachers in Iowa, Texas, Georgia, and Louisiana to determine if teachers ask questions which elicit intellectual operations in children. Teachers were audio taped for 40 minutes in classrooms. Their questions were classified according to an Intellectual Operations model based on Guilford's Structure of the Intellect. The six classifications were (1) perception, (2) cognition, (3) memory, (4) divergent production, (5) convergent production, and (6) evaluation. Analysis of data revealed that EP and NP teachers differed in teaching style. Although both groups placed inordinate stress on knowledge and memory questions which precluded the opportunity to teach other intellectual operations, EP teachers exhibited a significant shift away from this practice. The TEEM process approach attempts to prevent the teacher's imposition of intellectual demands for skills not present in the child's repertoire and capitalizes on the motivation inherent in his success. This new emphasis may have great impact, especially when employed to teach disadvantaged children. (MH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Arizona Univ., Tucson.