Middle school teachers' expectations of organizational behaviors of students with learning disabilities.
The purpose of this pilot study was to investigate the specific classroom organizational behaviors that middle school inclusive teachers report as expectations for students with learning disabilities. Practicing middle school science and social studies teachers (n = 12) responded to a survey about o...
| Publicado en: | Journal of Instructional Psychology Vol. 34; no. 2; pp. 75 - 81 |
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| Autores principales: | , , |
| Formato: | questionnaire/scale research tables/charts Journal Article |
| Publicado: |
Educational Innovations
Jun2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | The purpose of this pilot study was to investigate the specific classroom organizational behaviors that middle school inclusive teachers report as expectations for students with learning disabilities. Practicing middle school science and social studies teachers (n = 12) responded to a survey about organization behaviors of students with learning disabilities. Findings indicate that teacher expectations of classroom organizational behaviors may be dependent on both the compliance and competence of students with learning disabilities. Implications for teacher practice include the need for students with learning disabilities to be given explicit instruction in classroom behavioral expectations in order to be compliant and competent. |
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