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ERIC Number: ED047325
Record Type: RIE
Publication Date: 1971-Feb-7
Pages: 35
Abstractor: N/A
Reference Count: 0
Assessing Instructional Climate: Development of the Class Activities Questionnaire; Patterns of Cognitive and Affective Emphasis in Gifted and Average Classes.
Steele, Joe Milan; And Others
As part of a large scale evaluation of the state gifted program in Illinois, the systematic collection and processing of low inference student judgments about their classes was used to describe and evaluate classroom transactions. Profiles of 62 gifted classes were compared to 69 average classes on the Class Activity Questionnaire. This questionnaire consists of paired items comprising seven cognitive factors based on Bloom's Taxonomy and nine affective factors (such as discussion opportunity, test/grade stress) which yield a profile in instructional climate. Four subscores show emphasis on Lower Thought Processes, Higher Thought Processes, Classroom Focus, and Classroom Climate. It was found that gifted classes were superior in emphasizing higher thought processes, classroom focus, and classroom climate but not lower thought processes. In addition, factor analysis suggested two distinct patterns of student learning - one active and one passive. The implications for assessing instructional climate in this way include avenues for research on effective teaching, evaluation and comparison of existing programs, and teacher training possibilities. (Author/RSM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Illinois Univ., Urbana. Center for Instructional Research and Curriculum Evaluation.
Note: Paper presented at the American Educational Research Association in New York, New York, February 4-7. 1971