Affective Domain: a critical dimension in teaching and learning, 1979

Atlanta University and Clark Atlanta University Theses and Dissertations
Affective Domain: a critical dimension in teaching and learning, 1979
Alford, Lacey A. S.
Date of Original:
Degrees, Academic
Dissertations, Academic
United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
Degree Type: thesis
Degree Name: Education Specialist (EdS)
Date of Degree: 1979
Granting Institution: Atlanta University
Department/ School: School of Education
The purpose of this study was to observe and evaluate the affective teaching practices of twelve learning disabilities interns from Atlanta University through use of an observation checklist and to determine the students' perceptions of the teachers. The subjects used for this study were seventy-five students from twelve different elementary schools in the Metropolitan Atlanta School District. The students were all classified as learning disabled by a psychological evaluation and enrolled in a learning disabled class. An observation checklist and student rating scale constructed by the investi-gator were utilized to observe affective teaching practices. It was scored by the investigator and the college supervisor. The Student Rating Scale was given to each student intern to administer to the first hour morning class while the investigator was present. Each third question on the rating scale pertained directly to the student's perception of the teacher. The observations and the ratings were done within a two-week period. The frequency of items was obtained and the percentage of teachers evidencing that they did affective teaching was calculated. The results indicated that approximately 91 percent demonstrated use of affective practices in the classroom. The summary of student perceptions indicated that teachers were rated high on practices considered as affective. There was very little difference indicated between the investigator's observation and the student's ratings. The student's perception of the teachers in most instances supported the fact that affective teaching was being demonstrated. In some cases, the students' ratings were higher than those of the observers. It was concluded that the affective learning experiences the interns had prior to their internship contri´┐Żbuted to their apparent success in demonstrating humanistic approaches.
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Holding Institution:
Clark Atlanta University
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