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Classroom Management in Elementary Mainstreaming Classrooms
Ist Teil von
Journal of educational psychology, 1982-02, Vol.74 (1), p.85-95
Ort / Verlag
Washington, etc: American Psychological Association
Erscheinungsjahr
1982
Link zum Volltext
Quelle
EBSCOhost APA PsycARTICLES
Beschreibungen/Notizen
The goals of this research were (a) to determine if teachers who were trained in the Utah State University Classroom Management Program changed their use of specific skills more than did comparable control teachers and (b) to determine if students in experimental classrooms made greater changes in ontask and deviant behavior than did comparable students in control classrooms. The study employed a control group design with pre- and postobservations of teacher and student behavior. A total of 39 elementary school teachers in mainstreaming classrooms were randomly assigned to two groups. Experimental teachers were trained in the classroom management program, whereas the control teachers were trained in a similar program of the same duration that covered different teaching skills. The student sample consisted of 322 students selected from participating classrooms and included subsamples of handicapped and minority students. Analysis of covariance of 16 teacher behaviors found that experimental teachers were superior to control teachers in nine behaviors. Experimental students obtained significantly more favorable posttreatment means than did control students for on-task, mildly deviant, and seriously deviant behavior. Most comparisons between handicapped and racial student subgroups were not significant.