Effects of Teacher-Student Cognitive Style on Patterns of Dyadic Classroom Interaction.

Mahlios, Marc C.

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Peer reviewed

ERIC Number: EJ246443

Record Type: Journal

Publication Date: 1981

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Effects of Teacher-Student Cognitive Style on Patterns of Dyadic Classroom Interaction.

Mahlios, Marc C.

Journal of Experimental Education, v49 n3 p147-57 Spr 1981

Effects of cognitive style matching on interaction patterns in teacher-student dyads were investigated. Cognitive similarity/dissimilarity was not associated with the interaction patterns. Dyadic interaction was affected by factors including cognitive style and sex of teachers and students and contextual factors, particularly whole class v individual instruction. (Author/GK)

Descriptors: Aptitude Treatment Interaction, Classroom Observation Techniques, Cognitive Style, Grade 5, Grade 6, Intermediate Grades, Student Teacher Relationship

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Identifiers - Assessments and Surveys: Group Embedded Figures Test

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