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Teacher-Student Interactions in Middle School Mainstreamed Classes: Differences With Special and Regular Education Students.
- Source :
-
Journal of Educational Research . Jul/Aug88, Vol. 81 Issue 6, p332-340. 9p. 3 Charts. - Publication Year :
- 1988
-
Abstract
- This paper reports the results of an investigation designed to change teacher-student interactions with mainstreamed students in middle school social studies classes. Fourteen of 40 teacher volunteers received a six-session intervention emphasizing key variables from the teacher effectiveness and special education literature. Results indicate significant differences between experimental and control teachers on a pre- and post-contrast as well as on a follow-up (maintenance) contrast. Homogeneous and heterogeneous grouping effects, independent of the intervention, also are seen. Implications of the findings are presented in terms of future training and research efforts. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00220671
- Volume :
- 81
- Issue :
- 6
- Database :
- Academic Search Index
- Journal :
- Journal of Educational Research
- Publication Type :
- Academic Journal
- Accession number :
- 5005694
- Full Text :
- https://doi.org/10.1080/00220671.1988.10885845