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ERIC Number: ED383003
Record Type: Non-Journal
Publication Date: 1995-May
Pages: 54
Abstractor: N/A
Reference Count: N/A
Classroom Student Speaking Opportunities.
Bettis, Glenda Domingue
A study was conducted of teacher perceptions of classroom student speaking opportunities at Cook Junior High School in Cypress-Fairbanks I.S.D. during the spring of 1995. Fifty-four academic teachers of language arts, reading, math, science, and social studies were given a questionnaire to answer according to their attitudes concerning opportunities for students to respond in complete sentences, students to ask questions, and teachers to elicit oral responses. They were asked their perceptions of these communication elements in relationship to teacher techniques of class discussion, directed reading activities, games, grouping, and lecture. Frequency of complete sentence opportunities for each method was also included. Research revealed that grouping and discussion led to an increase in oral communication activities. It further revealed that rather than a separate teaching method, specific oral communication objectives should be fused in all curriculum areas. This allows more time for the verbalization process to be a reinforcement and learning exercise for students before products are handed in. Forty-four questionnaires were returned. Through chi-square testing, probability levels were not shown as .05 or less. Therefore, the null hypothesis that there is no significant difference in teacher perceptions of student speaking opportunities based on classroom method taught at Cook Junior High School was accepted. (Includes 23 notes, 25 tables of data, and 2 figures; contains 12 references, a cover letter and questionnaire.) (Author/TB)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A