A Comparison of More and Less Effective Special Education Teachers in Elementary-Level Programs.

Autor/inn/en	Sindelar, Paul T.; und weitere
Titel	A Comparison of More and Less Effective Special Education Teachers in Elementary-Level Programs.
Quelle	In: Teacher Education and Special Education, 13 (1990) 1, S.9-16Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Classroom Techniques; Elementary Education; Learning Disabilities; Mental Retardation; Predictor Variables; Special Education Teachers; Teacher Behavior; Teacher Characteristics; Teacher Effectiveness; Teacher Evaluation; Teaching Methods + Suchen Sie Ihr Suchwort? Klassenführung; Elementarunterricht; Learning handicap; Lernbehinderung; Geistige Behinderung; Prädiktor; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study explored variables differentiating more and less effective teachers (N=24) of mildly retarded and learning-disabled elementary students. Personal/educational variables proved insignificant. Effective teachers conducted activities in the classroom, made frequent use of teacher questioning, limited independent seatwork (especially silent reading), and allowed time for social interaction between students. (Author/PB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01