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ERIC Number: ED069078
Record Type: RIE
Publication Date: 1971-Dec
Pages: 136
Abstractor: N/A
Reference Count: 0
The Effects of Games on Motivational Aspects of Teacher-Pupil Interaction. Final Report 20.3.
Fink, Albert H.; And Others
Examined was whether systematic use of motivational games by teachers of the culturally disadvantaged and educable mentally retarded (EMR) can improve students' attending behaviors (operationally defined in terms of teacher-pupil interaction). Teachers of five randomly selected regular inner city first and second grade classes and five primary EMR classes were trained in games stimuli and systematic introduction of games into class curricula. Results showed that use of games did not significantly affect overall frequency of off-task behavior in either regular or EMR classes, although individual teachers produced considerably different results. Noted were differences in deviancy patterns between the two types of classes and games' effects on specific forms of deviant behavior. (KW)
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.