Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-28T07:19:25.985Z Has data issue: false hasContentIssue false
  • English
  • Français

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
Get access Rights & Permissions [Opens in a new window]

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

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aschner, M.J. and Gallagher, J.J. A preliminary report on analyses of classroom interaction. Merrill—Palmer Quarterly, 1963, 9. 183–194.Google Scholar
Caskey, W.E., A comparison of a Group Bender Visual Motor Gestalt Test with the individual BVMGT with kindergarten children and the relationship of the two Benders. Doctoral dissertation, Kent State University, 1973.Google Scholar
Good, T.L. and Brophy, J.E. Analyzing Classroom Interaction: A More Powerful Alternative. Educational Technology, 1971, XI.Google Scholar
Guilford, J.P. The structure of the intellect. Psychological Bulletin, 1956, 53, 267–293.CrossRefGoogle ScholarPubMed
Hunkins, F.P. Effects and analysis and evaluation questions on various levels of achievement. Paper presented at the meeting of the American Educational Research Association, Chicago, 1968.Google Scholar
Koppitz, E.M. The Bender Gestalt Test for Young Children. New York: Grune and Stratton, 1964.Google Scholar
Simon, A. and Boyer, E. Mirrors for Behavior: An Anthology of Classroom Observation Instruments. Classroom Interaction Newsletter, 1968, 3.Google Scholar