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|Title:||A Study of Special Classes: Teacher-Pupil Interactions|
|Author(s):||Adkisson, Rose Marie White|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The central purpose of this study was to describe the functioning of self-contained EMH classrooms by focusing on teacher/pupil interactions and other variables such as teacher perceptions of what they believed to be the operational practices in their school and district.
The site of the study was an elementary school located in a small east-central Illinois community with a population of 35,000. The sample comprised of 12 EMH students, who were selected from 3 EMH classrooms, by their 3 teachers on the basis of possessing some quality that may or may not be used for mainstreaming into regular classes. The three teachers also agreed to participate as subjects during the study.
Information was gathered primarily by using naturalistic observational techniques, questionnaires, and interviews. The methods applied for several months provided background data on the school, the sample, the behavioral interactions of teachers and pupils, and the perceptions of teachers and principal about the special and regular programs. Also, six major questions were proposed to assist the investigator in describing the process variables.
A review of the background information indicated that the special and regular programs were separate and both the principal and special teachers were significantly involved in the daily operations. The interviews also indicated that major concerns of the staff had not been shared with the administration. Another revealing factor was that all but three students were bussed to this site in order to meet the interracial guidelines. Demographic data indicated that there was a disproportionate number of black students placed and all special students were ironically isolated and never had an opportunity to be with normal peers.
The observational data indicated that there were minimal differences between on/off task behaviors of the EMH students but the quality of these behaviors could not be ascertained. Male students verbally interacted at a higher frequency rate than did female students. Also teachers used a higher frequency of positive reinforcements than negative ones. And finally, observations revealed that teachers similarly used individual, small, and large groupings.
It was concluded that the observational techniques were extremely useful when examining process variables and this led to a better understanding of teacher/pupil interactions.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1980.
|Date Available in IDEALS:||2014-12-12|