Cognitive Complexity and Its Relationship to the Classroom Cognitive Behavior of Teachers.

Autor/inn/en	Williams, Paul L.; Callahan, Carolyn M.
Titel	Cognitive Complexity and Its Relationship to the Classroom Cognitive Behavior of Teachers.
Quelle	(1977), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Cognitive Development; Cognitive Measurement; Communication Skills; Communication (Thought Transfer); Concept Formation; Difficulty Level; Preservice Teacher Education; Teacher Attitudes; Teacher Behavior; Teacher Characteristics; Teaching Methods; Teaching Styles + Suchen Sie Ihr Suchwort? Schulleistung; Kognitive Entwicklung; Kommunikationsstil; Communication; thought; Kommunikation; Gedanke; Concept learning; Begriffsbildung; Schwierigkeitsgrad; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Teacher behaviour; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil
Abstract	In an effort to identify the cognitive characteristics of teachers which predispose them to attempt to increase levels of information processing in their classrooms, a theoretical construct--cognitive complexity--was synthesized from the processes of conceptual level, creativity, and categorization. Measures of constructs listed above were administered to 25 preservice teachers. Information processing in the classroom was observed during student teaching using the Florida Taxonomy of Cognitive Behavior as the criterion variable. Stepwise regression was used to extract the significant predictor variables of conceptual level, hypothesis generation, and fluency and flexibility. (Authors/JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01