Teachers' Perceptions of Educationally High Risk Children.
Fifty-eight kindergarten and primary grade teachers were individually interviewed in order to determine their perceptions of children's behavior indicative of educational high risk. There was overall agreement as to risk signs, potential educationally handicapped pupils viewed as learning, behaviora...
| Publicado en: | Journal of Learning Disabilities Vol. 7; no. 6; pp. 367 - 375 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Jun/Jul1974
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=18962882&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 18962882 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Jun/Jul1974 vid: 7 iid: 6 pid: 344 pub: Sage Publications Inc. artinfo: ui: 18962882 10.1177/002221947400700606 ppf: 367 ppct: 8 formats: tig: atl: Teachers' Perceptions of Educationally High Risk Children. aug: au: Keogh, Barbara K. Tchir, Cheryl Windeguth-Behn, Adele affil: Special Education Research Program, Graduate School of Education, UCLA, 126-B Moore Hall, Los Angeles, Calif. 90024. su: Preschools Early childhood education School children School administration School districts Social status sug: subj: Preschools Early childhood education School children School administration School districts Social status ab: Fifty-eight kindergarten and primary grade teachers were individually interviewed in order to determine their perceptions of children's behavior indicative of educational high risk. There was overall agreement as to risk signs, potential educationally handicapped pupils viewed as learning, behavioral, and personality problems, potential retarded pupils viewed primarily as educational problems. Some differences in risk indicators were found relative to the socioeconomic status of the school district Findings lend clear support to use of classroom teachers as a first level screen for early identification of high risk pupils. Teachers' observations of classroom performance provide insight into children `s learning and behavioral styles which facilitate or interfere with their school success. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1974 holdings: @attributes: islocal: N |
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