An Analysis of the Teacher-Pupil Verbal Interaction in Special Classes for the Mentally Retarded [electronic resource] / Esther Hirsch Minskoff.
The study analyzed teacher-pupil interaction in the classes of nine experimental (E) and eight control (C) teachers and their 167 mentally retarded pupils (mean age = 10.2, mean IQ = 68.76) The E-teachers were given 32 training sessions in an experimental curriculum and the inductive teaching method...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1967.
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MARC
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| 100 | 1 | |a Minskoff, Esther Hirsch. | |
| 245 | 1 | 3 | |a An Analysis of the Teacher-Pupil Verbal Interaction in Special Classes for the Mentally Retarded |h [electronic resource] / |c Esther Hirsch Minskoff. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1967. | ||
| 300 | |a 191 p. | ||
| 500 | |a Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research. |5 ericd. | ||
| 500 | |a Contract Number: OEG-32-42-1700-6008. |5 ericd. | ||
| 500 | |a ERIC Document Number: ED021355. | ||
| 520 | |a The study analyzed teacher-pupil interaction in the classes of nine experimental (E) and eight control (C) teachers and their 167 mentally retarded pupils (mean age = 10.2, mean IQ = 68.76) The E-teachers were given 32 training sessions in an experimental curriculum and the inductive teaching method. Classes were tape recorded for 1 day. Analysis indicated that the distribution of the E-teachers' questions was cognitive-memory (88%), evaluative thinking (5%), convergent thinking (4%), and divergent thinking (3%). Significantly more (.001 level) cognitive-memory questions were asked by the teachers than any of the other three types of questions. A comparison of the experimental and control groups demonstrated that E-teachers did not ask significantly more productive thinking or ask for significantly more evaluations after the students' incorrect answers than C-teachers, (2) there was less consistency for E-teachers' questions irrespective of subject matter areas, and (3) there were no significant differences between the E- and C-teachers' statements in the categories studied. Additional data on teacher and student characteristics are considered. Appendixes describe the Gallagher-Aschner Classification System and provide samples of teacher-pupil interactions demonstrating aspects of the inductive method. (JD) | ||
| 650 | 0 | 7 | |a Classroom Communication. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Development. |2 ericd. |
| 650 | 1 | 7 | |a Cognitive Processes. |2 ericd. |
| 650 | 0 | 7 | |a Convergent Thinking. |2 ericd. |
| 650 | 0 | 7 | |a Divergent Thinking. |2 ericd. |
| 650 | 0 | 7 | |a Evaluative Thinking. |2 ericd. |
| 650 | 1 | 7 | |a Exceptional Child Research. |2 ericd. |
| 650 | 0 | 7 | |a Interaction. |2 ericd. |
| 650 | 0 | 7 | |a Language Patterns. |2 ericd. |
| 650 | 1 | 7 | |a Mental Retardation. |2 ericd. |
| 650 | 0 | 7 | |a Mild Mental Retardation. |2 ericd. |
| 650 | 0 | 7 | |a Student Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Student Teacher Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Characteristics. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Methods. |2 ericd. |
| 710 | 2 | |a Yeshiva University. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED021355.pdf |z Full Text (via ERIC) |
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