A Comparison of Teachers' Cognitive Demands in Special EMR and Regular Elementary Classes. Final Report.

Autor/inn/en	Lynch, William W.; Ames, Carole
Institution	Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.
Titel	A Comparison of Teachers' Cognitive Demands in Special EMR and Regular Elementary Classes. Final Report.
Quelle	(1972), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Elementary School Students; Exceptional Child Research; Interaction Process Analysis; Mental Retardation; Mild Mental Retardation; Special Classes; Student Teacher Relationship + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Prozessanalyse; Geistige Behinderung; Special class; Sonderklasse
Abstract	The study compared the cognitively oriented teacher pupil interactions observed in a sample of 10 intermediate special classes for educable mentally retarded children with those observed in 10 regular third grade classes in the same schools. Examined were differences between samples in the rate of interaction, cognitive level, and distribution of opportunities among individual pupils, as well as the relationship of the teacher's cognitive demands on individuals to the teacher's evaluative judgment of those pupils. The observation instrument was the Individual Cognitive Demand Schedule by which observers code each instructional interchange between the teacher and an individual pupil. Data showed no significant differences between the special classes and the third grade classes on any cognitive demand indexes. Differences were found in the tendency to differentiate between pupils by level of achievement with the third grade teachers showing a marked tendency to favor those pupils whom they judged to be their better pupils. (GW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01