Norman D. Bowers

The effect of time of day on problem solving and classroom behavior

This study describes fluctuations in problem solving and classroom behaviors during the school day for nonmedicated pupils who had attention deficits with hyperkinesis. The 43 participating pupils were observed with Stonybrook Observation Code, and tested with Stroop Color-Word Test, Matching Familiar Figures, Porteus Mazes, and Digit Span. Test data were collected in counterbalanced morning and afternoon sessions. Twenty-one pupils were administered the tests in the morning and in the afternoon; the remainder were tested in the afternoon and in the following morning. Equivalent test forms were used. Direct observations were completed for four minutes in the morning and for four minutes in the afternoon once each week over a four-week period. Repeated measures Multivariate ANOVAs were followed by univariate and correlational analyses. On problem-solving tasks except Digit Span, pupils performed beer in the morning. In classroom behavior, all pupils exhibited more interference, off-task, noncompliance, and minor motor movement in the afternoon. The results are discussed in terms of scheduling problem-solving tasks in the morning and less structured activities in the afternoon.

Medical, family, and scholastic conditions in urban delinquents

Effects of medical, family, and scholastic conditions were evaluated for the number and type of offenses and test score performances in 1,962 urban delinquents. Conditions were evaluated using multivariate followed by univariate analysis of variance with post-hoc tests. There were subgroup differences in the number and type of offenses and test score performances. Also, interactions of medical, family, and scholastic conditions changed the number and type of offenses and lowered test scores. Findings supported a developmental biopsychosocial model of delinquency that emphasized the predominance of medical/scholastic conditions. Orphaned or one-parent delinquents with nervous system or neonatal conditions, retardation, or hyperactivity committed assault.

An Attitude Inventory for Research-Based Effective Teaching Behaviors

The Teaching Behaviors Questionnaire (TBQ) was developed to inventory attitudes regarding research-based effective teaching behaviors. The instrument was pilot tested and used in two studies. A sample (N=500) containing teachers, principals, college education faculty members, and undergraduate education students displayed a normal distribution, and yielded an alpha of .76. Significant differences were established in both studies using the instrument. The instrument holds promise as the basis for further research, as well as a tool for program development for pre- and post-service teachers. The TBQ provides teachers and student teachers with insight concerning their beliefs regarding effective teaching behaviors. The instrument holds potential for contributing to selection and screening efforts for teacher and principal candidates.

Pupil Behavior in a Multi-Age Nongraded School.

Form of elementary school organization was examined in relationship to pupil behavior. Measures of academic achievement, attitudes, conceptual maturity, performance during a standardized group problem solving situation, and during actual teaching episodes were collected from 473 pupils identified as normal age, underage, and overage enrolled in ten nongraded (experimental) classrooms and ten traditional graded classrooms. The data were analyzed using covariance procedures. The performance of the pupils in the experimental group seemed to reflect that school’s emphasis on encouraging each child to develop to his maximum potential, to feel free to express his feelings, and to work successfully in small groups. The behaviors of the pupils in the traditional schools seemed to reflect their emphasis on the more traditional classroom activities. These findings seemed to support the nongraded school in the instance when school programs are consistent with the nongraded idea.