ERIC Number: ED100496
Record Type: RIE
Publication Date: 1974-Aug-31
Teacher Aptitude and Cognitive Style: Their Relation to Pupil Performance.
Ekstrom, Ruth B.
This conference paper suggests a promising model, based on a study of elementary school teachers in California, to investigate the relationship between the cognitive characteristics of teachers, their teaching behavior, and the academic success of their pupils. In the research model, two major components which affect student achievement were measured: (1) Teacher Knowledge (knowledge of subject being taught and knowledge of teaching); and (2) Teacher Aptitude (verbal, numerical, reasoning, memory, and kinds of divergent production aptitude). It is hypothesized that certain matches between teacher and pupil knowledge, skill, aptitude, and cognitive style tend to facilitate pupil learning. A preliminary factor analysis of the above components indicates that the Teacher Test Battery developed in conjunction with this research model was actually able to measure these structures. (CS)
Descriptors: Academic Achievement, Aptitude Tests, Cognitive Ability, Cognitive Measurement, Elementary School Teachers, Factor Analysis, Interaction Process Analysis, Knowledge Level, Language Skills, Standardized Tests, Student Teacher Relationship, Teacher Attitudes, Teacher Characteristics, Teaching Styles, Verbal Ability
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (82nd, New Orleans, Louisiana, Aug. 30-Sept. 3, 1974)