Eddowes E A, Aldridge J, Culpepper S
School of Education, Department of Curriculum and Instruction, University of Alabama at Birmingham 35294-1250.
Percept Mot Skills. 1994 Oct;79(2):787-90. doi: 10.2466/pms.1994.79.2.787.
15 teachers of Kindergarten through Grade 2 in two schools from a rural southeastern United States community completed the Philosophy of Teaching Scale and indicated on the Child Behavior Checklist their perceptions of 309 children in their classrooms who might show problems of attention. A difference was found between teachers of structured and unstructured orientations in the number of children they reported to be hyperactive. The former group perceived significantly more children in their classroom to be hyperactive.
来自美国东南部一个乡村社区的两所学校的15名幼儿园至二年级教师完成了《教学理念量表》，并在《儿童行为检查表》上表明了他们对自己班级中309名可能存在注意力问题儿童的看法。研究发现，结构化教学方向和非结构化教学方向的教师所报告的多动儿童数量存在差异。前一组教师认为他们课堂上多动的儿童明显更多。
