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Teacher and student cognitive response levels in secondary poetry teaching


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Onsman, Andries Johannes 1983 , 'Teacher and student cognitive response levels in secondary poetry teaching', Unspecified thesis, University of Tasmania.

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Fifty-six teachers of English at grade 10 level from 14 secondary
schools in the greater Hobart metropolitan area were asked to give
written responses to a series of questions relating to their opinions
and methods of teaching poetry. Twenty of the above mentioned, and
their 260 grade 10 students, were then read a poem and asked to give
a written response to it on the question, "What does this poem mean
to you?" Each response was analysed by the Structure of the Observed
Learning Outcome taxonomy developed by Collis and Biggs (1981). The
responses were allocated into 5 categories: prestructural, uni-
structural, multistructural, relational and extended abstract and
4 transitional categories. Though there were some differences, the
general trend was a high correlation between teachers' responses and
the responses given by the students they taught. From the responses
given to the preliminary series of questions it was found that
teachers reporting higher levels of personal commitment to poetry
teaching also tended to exhibit higher SOLO levels of response.
However, in predicting student response levels none of these teacher
question variables contributed over and above the contribution of the
teacher's SOLO level.

Item Type: Thesis - Unspecified
Authors/Creators:Onsman, Andries Johannes
Keywords: Poetry, Educational psychology, Cognition in children
Copyright Holders: The Author
Copyright Information:

Copyright 1983 the author - The University is continuing to endeavour to trace the copyright
owner(s) and in the meantime this item has been reproduced here in good faith. We
would be pleased to hear from the copyright owner(s).

Additional Information:

Thesis (M.Ed.) - University of Tasmania, 1985. Bibliography: leaf 69-71

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