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ERIC Number: ED079720
Record Type: RIE
Publication Date: 1972
Pages: 148
Abstractor: N/A
Reference Count: N/A
A Study of Fourth-Grade Productive Thinking Instruction in Two Content Areas: Language Arts and Geography.
Fitz Gerald, Catherine Joan
The aim of this study was to determine what happens when three fourth-grade teachers give instruction in productive thinking in language arts and geography. The central question was how this instruction affected verbal productive thinking by teachers and their pupils. Five hypotheses were tested, and it was found that (1) pupils in all classes followed the cognitive style of their teachers; (2) there was an increase in productive thinking in language arts lessons, but not in geography lessons; (3) there was only a slight effect of subject content on cognitive style (there was 5.5 percent more productive thinking in language arts than in geography); (4) productive thinking instruction in language arts did not significantly increase the quantity and quality of students' written responses, and productive thinking instruction in geography significantly increased the quantity, but not the quality, of written responses; and (5) teachers providing this instruction increased the quantity and quality of their written responses (a tentative conclusion, since the sample involved three teachers). (Author/DI)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-17,211, MF $4.00 Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Columbia University