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ERIC Number: ED075345
Record Type: RIE
Publication Date: 1970-Nov
Reference Count: 0
An Investigation of Teacher Expectancies of Instructional Materials. Research Report #2.
Bogatz, Boris E.
This study investigated the possibility that a teacher's preconceived idea of the worth of an instructional material would affect the academic achievement of the students with whom the material was used. Twenty-four classes of educable retarded children were randomly assigned to one of three groups. Groups I and II were experimenta; group III was the control. Teachers of groups I and II were provided with instructional materials accompanied by fictitious evaluative summaries designed to bias their opinions in a positive or negative direction. The control group teachers received no accompanying biased summaries. Analyses of students' pre- and posttest achievement scores suggested that the impression a teacher held of instructional material significantly influenced subsequent academic achievement. Results also indicated that a teacher's impression of the material was significantly influenced by the activities of Special Education Instructional Materials Centers. (Nine tables of statistical data are included.) (Author/BRB)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Northwest Regional Special Education Instructional Materials Center.