ERIC Number: EJ273630
Record Type: CIJE
Publication Date: 1982
Reference Count: 0
Teacher Intellectual Disposition and Cognitive Classroom Verbal Reactions.
Peters, William H.; Amburgey, Betty S.
Journal of Educational Research, v76 n2 p94-99 Nov-Dec 1982
College faculty and freshmen program participated in a study of the effect of teachers' preference for complexity and tolerance to ambiguity. Teachers who preferred high complexity classroom interaction maintained significantly more verbal responses in the higher levels of cognition, thereby challenging student thinking. (PP)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A