Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682472
Title: The relationship between teachers' perceptions of pupils' intelligence and pupils' cognitive styles
Author: Clark, J. M. A.
Awarding Body: University of London
Current Institution: University College London (University of London)
Date of Award: 2005
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Abstract:
Central to this study was the research question of whether teachers' perceptions of pupils' intelligence are significantly influenced by pupils' cognitive styles. Furthermore, it was considered whether teachers view pupils who leam in a verbal manner to be more intelligent than pupils who learn in a visual manner, and whether such beliefs subsequently have implications for pupils' learning outcomes. The constructs of cognitive style and intelligence were identified as core elements in the examination of these research questions. These areas were explored through the literature within the context of research into teacher perceptions. A model to propose how interaction effects between these factors might affect pupil outcomes was developed and this provided a rationale for the study. A pilot study provided an opportunity to explore the protocols for the main study using a small cohort of pupils. The methodology for the main study was then modified according to the recommendations made within the pilot. The hypotheses were tested using a fixed design approach involving Year 6 pupils from five midshire primary schools (n=114). Subjects were individually assessed for cognitive style and this information was compared to teachers' rankings of pupils' intelligence, teachers' ratings of pupils' cognitive styles and independent measures of predictive intelligence and attainments. The results of the study indicated that teachers were not able to identify pupils' cognitive styles within the classroom through daily contact however, a significant relationship was discovered between teachers' perceptions of cognitive style and their perceptions of pupil intelligence. An iterative model was subsequently developed to explain this association. The strengths and weaknesses of the study were examined and recommendations for future research subsequently discussed. The findings elicited by the study indicate this to be an area of research that has both good face validity and one that warrants further investigation through psychological research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.682472  DOI: Not available
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