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ERIC Number: ED113861
Record Type: RIE
Publication Date: 1975-Jan
Pages: 7
Abstractor: N/A
Reference Count: 0
Level of Question as a Function of Teacher Knowledge of Perceptual Handicaps.
Leahy, Mary Agnes
Examined were the number and type of questions asked by the teachers of six high school social studies classes, three of whom knew which children had been identified as perceptually handicapped. Observers noted whether questions were of a cognitive-memory, convergent, divergent, or evaluative nature. Results suggested that teachers ask children with learning problems questions at a different level than they ask nonperceptually handicapped children regardless of whether the teacher is aware of the children's problems. It also appeared that when regular classroom teachers know they have some children with learning problems in their classes, not only do they change the level of questions they ask these children, but they change the level of questions they ask all children. Teachers who knew they had perceptually handicapped students in their classes asked significantly fewer questions of all their students than did teachers without this knowledge. (Author/DB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Conference of the International Scientific Federation of Learning Disabilities (2nd, Brussels, Belgium, January 3-7, 1975)