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A Study of the Effects of Environmental Structure on Students of Differing Conceptual Levels [microform] / Richard Bents
Bib ID 5369219
Format BookBook, MicroformMicroform, OnlineOnline
Author
Bents, Richard
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1979 
30 p. 
Summary

The interactive effects of a student's conceptual level and the structure of the teaching environment are examined. Concept level for the purposes of this study is identified as maturity in information processing and in interpersonal competence. Thirty-three preservice teachers were classified as being at a high, middle, or low conceptual level. Instruction techniques for these students were considered as "high structure" (criteria highly controlled by the instructor) and "low structure" (criteria minimally controlled by the instructor). Results indicate that low-concept-level learners benefit more from high-structure instructional environments than from low-structure environments, and, conversely, high-concept-level students profit most from low-structure environments and are less affected by the variation in structure. (JD)

Notes

ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 8-12, 1979).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Academic Achievement.  |  Cognitive Style.  |  Individual Characteristics.  |  Interaction Process Analysis.  |  Preservice Teacher Education.  |  Psychological Patterns.  |  Student Attitudes.  |  Teacher Education.  |  Teaching Methods.  |  Teaching Styles.
Form/genre Speeches/Meeting Papers.  |  Reports, Research.
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