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Taba teaching strategies: Effects on...

Brooks, James Anderson, Jr.

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Taba teaching strategies: Effects on higher level cognitive functioning of academically gifted students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Taba teaching strategies: Effects on higher level cognitive functioning of academically gifted students./
Author:	Brooks, James Anderson, Jr.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1988,
Description:	175 p.
Notes:	Source: Dissertations Abstracts International, Volume: 50-09, Section: A.
Contained By:	Dissertations Abstracts International50-09A.
Subject:	Curricula. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8821748
ISBN:	9798617085893

Taba teaching strategies: Effects on higher level cognitive functioning of academically gifted students.
Brooks, James Anderson, Jr.

Taba teaching strategies: Effects on higher level cognitive functioning of academically gifted students. - Ann Arbor : ProQuest Dissertations & Theses, 1988 - 175 p.

Source: Dissertations Abstracts International, Volume: 50-09, Section: A.

Thesis (Ed.D.)--North Carolina State University, 1988.

This item must not be sold to any third party vendors.

The purpose of this study was to examine the effectiveness of an instructional model, the Taba Teaching Strategies, in fostering the development of both designated higher level cognitive processing skills and general cognitive maturity in academically gifted students. Main effects of the experimental method were compared against those of a traditional expository instructional method used with a comparison group of academically gifted students. Two tests were used as measures of the dependent variable: (a) The SEA Test, a test of higher level cognitive skills normed on gifted students; and (b) The Hunt Sentence Completion Test, a semi-projective test of conceptual level. The subjects were 97 academically gifted students enrolled within four seventh grade social studies classes. Two of the classes were selected as experimental classes and two as control classes for the 12-week duration of the study. The researcher was the instructor for all four classes. Analysis of variance procedures found significant differences (p =.0105 by groups, p =.0155 by classes) between experimental and control subjects' mean gain scores on the SEA Test, but not on the Hunt test. Follow-up t-test comparisons of the SEA Test data found that both experimental classes' mean gain scores differed significantly (p $<$.005 and p $<$.01) from that of one of the control classes, but neither differed at the.05 alpha level from that of the other control class. Interaction effects between experimental subjects' pretreatment levels of cognitive functioning, as defined by the SEA Test, and their gain scores on the SEA Test were tested for through post hoc analyses. The one significant difference (p =.0224) found in within-class analyses suggested the presence of a ceiling effect in one class. This study has produced a small but potentially important bit of evidence supporting the use of the Taba Teaching Strategies with academically gifted students. Additional research needs to be conducted to determine the Taba model's effectiveness in promoting broad gains in cognitive development. Supportive data indicated that such gains might be possible if the model could be implemented over a longer period of time, and where possible, with greater control over the naturalistic limitations inherent in conducting field research.

ISBN: 9798617085893Subjects--Topical Terms:

3422445
Curricula.

Taba teaching strategies: Effects on higher level cognitive functioning of academically gifted students.
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245 1 0 $a Taba teaching strategies: Effects on higher level cognitive functioning of academically gifted students.
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300 $a 175 p.
500 $a Source: Dissertations Abstracts International, Volume: 50-09, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Parramore, Barbara M.;Sprinthall, Norman A.
502 $a Thesis (Ed.D.)--North Carolina State University, 1988.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this study was to examine the effectiveness of an instructional model, the Taba Teaching Strategies, in fostering the development of both designated higher level cognitive processing skills and general cognitive maturity in academically gifted students. Main effects of the experimental method were compared against those of a traditional expository instructional method used with a comparison group of academically gifted students. Two tests were used as measures of the dependent variable: (a) The SEA Test, a test of higher level cognitive skills normed on gifted students; and (b) The Hunt Sentence Completion Test, a semi-projective test of conceptual level. The subjects were 97 academically gifted students enrolled within four seventh grade social studies classes. Two of the classes were selected as experimental classes and two as control classes for the 12-week duration of the study. The researcher was the instructor for all four classes. Analysis of variance procedures found significant differences (p =.0105 by groups, p =.0155 by classes) between experimental and control subjects' mean gain scores on the SEA Test, but not on the Hunt test. Follow-up t-test comparisons of the SEA Test data found that both experimental classes' mean gain scores differed significantly (p $<$.005 and p $<$.01) from that of one of the control classes, but neither differed at the.05 alpha level from that of the other control class. Interaction effects between experimental subjects' pretreatment levels of cognitive functioning, as defined by the SEA Test, and their gain scores on the SEA Test were tested for through post hoc analyses. The one significant difference (p =.0224) found in within-class analyses suggested the presence of a ceiling effect in one class. This study has produced a small but potentially important bit of evidence supporting the use of the Taba Teaching Strategies with academically gifted students. Additional research needs to be conducted to determine the Taba model's effectiveness in promoting broad gains in cognitive development. Supportive data indicated that such gains might be possible if the model could be implemented over a longer period of time, and where possible, with greater control over the naturalistic limitations inherent in conducting field research.
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