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ERIC Number: ED042805
Record Type: RIE
Publication Date: 1970-Mar
Pages: 13
Abstractor: N/A
Reference Count: 0
Effects of Verbal Behavior within Curriculum Development Committees on the Curriculum Product.
Talmage, Harriet
An attempt was made to ascertain what type of verbal interaction behavior manifested by a group given a problem in curriculum development affects the quality of the product. Thirty ad hoc groups, selected randomly, were given curriculum development tasks to solve. Curriculum Guide Form (CGF) and Bales' Interaction Process Analysis (IPA) were used to collect data about the groups' behavior. Four interaction behavior variables were selected from the data: Social-Emotional Positive, Social-Emotional Negative, Task Oriented, and Decision Making. Data indicated that the more groups showed a positive social-emotional climate, the lower the scores on the product solution. That is, groups emphasizing task oriented verbal behavior over group maintenance behavior, whether positive or negative, scored higher on their curriculum products. Recommendations are made concerning task oriented behavior, particularly in regards to curriculum development committees. As requested by the author, this paper is not offered in hard copy. (PR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the American Educational Research Association, Minneapolis, Minnesota, March, 1970