Gifted Children and Learning Experiences |
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| Abstract: | AbstractThe purpose of this investigation was to determine the degree of congruence of expectations between teacher and student within and among an innovative, process-oriented social studies program and conventional, content- oriented programs since congruence is theorized to be related to program satisfaction. The Watson Analysis Schedule (WAS) was designed to inventory the perceptions of seventy-one expectations for student behavior. It was administered in three similar suburban schools enrolling a total of 1,732 students taught by twenty-nine teachers in their eleventh grade social studies programs. The congruity of expectations for students and teachers was found to be greater for the two content-oriented programs than for the process-oriented program. However, on the basis of a previous phase of this investigation, the process-oriented program was characterized by positive responses of satisfaction by the students while the content-oriented programs were characterized by negative responses. Results lead the investigators to question the hypothesized relationship of satisfaction to congruence and to view satisfaction as more highly related to the nature of the role assigned to the learner. |
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