Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-4-1978

Abstract

An investigation is made of Jean Piaget's theory of equilibration, and of the equilibrating behavior of sixteen children in school. It is demonstrated that equilibration could be a valid construct from which to view children's behavior--especially learning behavior. It is also demonstrated that a sound curriculum base can be derived from the equilibration theory of Piaget. Questions about educational pedagogy can be cast in terms of equilibration theory.

An observational study is made of sixteen children's self-regulating (equilibrating) behavior in their classroom environments. The children differ in mental structure in terms of sex, level of development, level of curiosity and locus of control belief scores. It is demonstrated that these different children attempt self-regulation primarily for disequilibrium that is relevant for them and only secondarily for disequilibrium that is imposed by others for them. Questions are raised about children in school and their self-regulative activities relevant to the development of the child. It is observed that a larger sample could reveal more general differential patterns of self-regulative activities in children who are rigorously compared on different characteristics.

Document Type

Dissertation

Language

English

Degree Name

Elementary Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Marlis Mann

Second Committee Member

Francis S. Harnick

Third Committee Member

Vera Polgar John-Steiner

Fourth Committee Member

Richard D. Van Dongen

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