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ERIC Number: ED067809
Record Type: RIE
Publication Date: 1972-Jun
Pages: 25
Abstractor: N/A
Reference Count: 0
A Comparison of Teachers' Cognitive Demands in Special EMR and Regular Elementary Classes. Final Report.
Lynch, William W.; Ames, Carole
The study compared the cognitively oriented teacher pupil interactions observed in a sample of 10 intermediate special classes for educable mentally retarded children with those observed in 10 regular third grade classes in the same schools. Examined were differences between samples in the rate of interaction, cognitive level, and distribution of opportunities among individual pupils, as well as the relationship of the teacher's cognitive demands on individuals to the teacher's evaluative judgment of those pupils. The observation instrument was the Individual Cognitive Demand Schedule by which observers code each instructional interchange between the teacher and an individual pupil. Data showed no significant differences between the special classes and the third grade classes on any cognitive demand indexes. Differences were found in the tendency to differentiate between pupils by level of achievement with the third grade teachers showing a marked tendency to favor those pupils whom they judged to be their better pupils. (GW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.