Correlates of Teacher and Student Cognitive Style. Beginning Teacher Evaluation Study Phase II, 1973-74.
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| Title: | Correlates of Teacher and Student Cognitive Style. Beginning Teacher Evaluation Study Phase II, 1973-74. |
|---|---|
| Authors: | Stone, Meredith K., Educational Testing Service, Princeton, NJ. |
| Peer Reviewed: | N |
| Page Count: | 32 |
| Publication Date: | 1976 |
| Document Type: | Reports - Research |
| Descriptors: | Academic Achievement, Classroom Observation Techniques, Cognitive Style, Elementary Education, Elementary School Students, Elementary School Teachers, Grade 2, Grade 5, Mathematics, Predictor Variables, Reading, Student Characteristics, Student Teacher Relationship, Teacher Behavior, Teacher Characteristics |
| Assessment and Survey Identifiers: | Group Embedded Figures Test |
| Abstract: | In addition to data on teacher performance and student learning, the Beginning Teacher Evaluation Study, Phase II collected data on the aptitudes, attitudes, knowledge, and personal characteristics of 95 second and fifth grade teachers and their students. This permitted the investigation of the relation of cognitive style to a number of variables relevant to how teachers teach and students learn. Results indicated that for teachers cognitive style was significantly related to aptitude, satisfaction, and certain performances for specific subject matters and grade levels. It was not consistently related to those teaching performances which predicted student learning. For students, cognitive style was differentially related to student learning for different subject matters and at different grade levels. Except for decoding, cognitive style contributed more to learning in both reading and mathematics at the second grade level than it did at the fifth grade level. In addition, while the contribution of cognitive style to learning decreased between second and fifth grade, the contribution of aptitude increased. The findings consistently supported the hypothesis that cognitive style, acting as a mediating or process variable, had more impact when a child was first learning these particular reading and mathematics skills. (RC) |
| Entry Date: | 1977 |
| Accession Number: | ED131120 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED131120 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED131120 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Correlates of Teacher and Student Cognitive Style. Beginning Teacher Evaluation Study Phase II, 1973-74. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Stone%2C+Meredith+K%2E%22">Stone, Meredith K.</searchLink><br /><searchLink fieldCode="AR" term="%22Educational+Testing+Service%2C+Princeton%2C+NJ%2E%22">Educational Testing Service, Princeton, NJ.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 32 – Name: DatePubCY Label: Publication Date Group: Date Data: 1976 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Observation+Techniques%22">Classroom Observation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Relationship%22">Student Teacher Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Group+Embedded+Figures+Test%22">Group Embedded Figures Test</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In addition to data on teacher performance and student learning, the Beginning Teacher Evaluation Study, Phase II collected data on the aptitudes, attitudes, knowledge, and personal characteristics of 95 second and fifth grade teachers and their students. This permitted the investigation of the relation of cognitive style to a number of variables relevant to how teachers teach and students learn. Results indicated that for teachers cognitive style was significantly related to aptitude, satisfaction, and certain performances for specific subject matters and grade levels. It was not consistently related to those teaching performances which predicted student learning. For students, cognitive style was differentially related to student learning for different subject matters and at different grade levels. Except for decoding, cognitive style contributed more to learning in both reading and mathematics at the second grade level than it did at the fifth grade level. In addition, while the contribution of cognitive style to learning decreased between second and fifth grade, the contribution of aptitude increased. The findings consistently supported the hypothesis that cognitive style, acting as a mediating or process variable, had more impact when a child was first learning these particular reading and mathematics skills. (RC) – Name: DateEntry Label: Entry Date Group: Date Data: 1977 – Name: AN Label: Accession Number Group: ID Data: ED131120 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED131120 |
| RecordInfo | BibRecord: BibEntity: PhysicalDescription: Pagination: PageCount: 32 Subjects: – SubjectFull: Academic Achievement Type: general – SubjectFull: Classroom Observation Techniques Type: general – SubjectFull: Cognitive Style Type: general – SubjectFull: Elementary Education Type: general – SubjectFull: Elementary School Students Type: general – SubjectFull: Elementary School Teachers Type: general – SubjectFull: Grade 2 Type: general – SubjectFull: Grade 5 Type: general – SubjectFull: Mathematics Type: general – SubjectFull: Predictor Variables Type: general – SubjectFull: Reading Type: general – SubjectFull: Student Characteristics Type: general – SubjectFull: Student Teacher Relationship Type: general – SubjectFull: Teacher Behavior Type: general – SubjectFull: Teacher Characteristics Type: general – SubjectFull: Group Embedded Figures Test Type: general Titles: – TitleFull: Correlates of Teacher and Student Cognitive Style. Beginning Teacher Evaluation Study Phase II, 1973-74. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Educational Testing Service, Princeton, NJ. – PersonEntity: Name: NameFull: Stone, Meredith K. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 1976 |
| ResultId | 1 |
