Teacher Intellectual Disposition and Cognitive Classroom Verbal Reactions.

Peters, William H.; Amburgey, Betty S.

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Peer reviewed

ERIC Number: EJ273630

Record Type: CIJE

Publication Date: 1982

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Teacher Intellectual Disposition and Cognitive Classroom Verbal Reactions.

Peters, William H.; Amburgey, Betty S.

Journal of Educational Research, v76 n2 p94-99 Nov-Dec 1982

College faculty and freshmen program participated in a study of the effect of teachers' preference for complexity and tolerance to ambiguity. Teachers who preferred high complexity classroom interaction maintained significantly more verbal responses in the higher levels of cognition, thereby challenging student thinking. (PP)

Descriptors: Classroom Communication, College Freshmen, Creative Thinking, Discussion (Teaching Technique), Higher Education, Student Teacher Relationship, Teacher Behavior, Teacher Effectiveness, Teacher Influence, Teaching Methods, Teaching Styles

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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