Abstract
AbstractIn this study the authors attempted to (1) investigate relationships that exist between modes of teacher verbal influence and the sophistication of pupil thinking, and (2) examine the relationships that exist between the levels of teacher and pupil thinking. Modes of teacher influence and teacher and pupil cognitive data were collected from fifteen second grade classrooms using an 18-category verbal interaction observation system. Using the Mann- Whitney U test and Spearman rank-order correlation coefficient, a significant relationship was found between modes of teacher influence and use of cognitive levels, as well as between levels of teacher cognition and that of his pupils in pupil response categories but not in pupil initiation categories.
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