Teacher-Student Interaction Patterns Within the Learning Environment of Mainstreamed Classrooms. Final Report [electronic resource] / Ray H. Thompson.
The study examined teacher-student interaction patterns in 21 classrooms serving mainstreamed third and fourth grade mildly handicapped (mildly mentally retarded, mildly emotionally handicapped, and learning disabled) students. Three groups of target students were observed: nonhandicapped high achie...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1982.
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| Summary: | The study examined teacher-student interaction patterns in 21 classrooms serving mainstreamed third and fourth grade mildly handicapped (mildly mentally retarded, mildly emotionally handicapped, and learning disabled) students. Three groups of target students were observed: nonhandicapped high achievers, nonhandicapped low achievers, and mildly handicapped mainstreamed students. Observational data were correlated with 16 characteristics of mainstreamed classrooms (including social environment, parent-teacher interaction, classroom management, instructional methods, curriculum flexibilty, and affective education). Multivariate Analysis of Variance was used to determine if an overall difference existed in teacher-student interaction among groups and canonical correlation to determine which elements of the classroom learning environments were related to patterns of teacher-student interaction. Results of the study and comparison with previous ones in Utah and South Dakota/Iowa are detailed. It is concluded that although there is substantial evidence that teacher-student interaction varies among the student groups observed, there is no strong evidence that general preferential treatment or treatment likely to result in better educational gains or a more effective learning environment is consistently provided to any single group of students. Among findings are that teacher feedback was generally neutral to all students when the feedback was about academic or procedural matters and that teachers were engaged in academic interactions with all student groups an average of only 60% of the time. (Author/CL) |
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| Item Description: | ERIC Document Number: ED254034. Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. Contract Number: G008103232. ERIC Note: For related document, see ED 232 364. |
| Physical Description: | 51 p. |