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Teacher questions as a function of knowledge of organicity

Published online by Cambridge University Press:  10 June 2016

John F. Jacobs  and
Mary Leahy
John F. Jacobs
Affiliation:
James Cook University of North Queensland
Mary Leahy
Affiliation:
Atlanta, Georgia Public Schools
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Abstract

The Bender Visual Motor Gestalt Test was administered to secondary school students, and experimental group teachers were informed of results. A dyadic interaction analysis of teacher questions, categorized on the operations dimension of Guilford’s Structure of the Intellect, was recorded in experimental and control classes. Analysis, using ANOVA, suggests teachers interact differently with students who have visual motor difficulties (despite not having these children explicitly identified) than they do with ‘normal’ children. The data further suggest teacher knowledge of the prescence of some children with visual motor difficulties affects the type of question teachers ask of all students in their classroom.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 1 , Special Edition s1 , February 1976 , pp. 12 - 13
Copyright
Copyright © The Australian Association of Special Education 1976

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