Educator Perceptions of Behavior Problems of Mainstreamed Students

1984 ◽  
Vol 51 (4) ◽  
pp. 298-303 ◽  
Author(s):  
N. Jo Campbell ◽  
Judith E. Dobson ◽  
Jane M. Bost
Keyword(s):  
Behavior Problems ◽  
School Environment ◽  
Behavior Management ◽  
Student Behavior ◽  
Special Educators ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Behavioral Treatments ◽  
Physically Handicapped ◽  
Mainstreamed Students

The behavior problems of students in mainstreamed classrooms may be due in part to the expectations of educators who have not internalized information on teaching the diversity of students found in that setting. The educators involved in this study were predominantly regular classroom teachers but also included counselors, librarians, special educators, administrators, etc. They appeared to perceive student behavior problems as more serious when displayed by nonhandicapped or physically handicapped students than when displayed by mentally handicapped students. The same educators recommended more behavioral treatments having an authoritarian orientation for nonhandicapped than for physically handicapped students. This study indicates educators need to develop attitudes and skills necessary for behavior management in the mainstreamed school environment.

Comparison of Responses to the Behavior Rating Profile for Mild to Moderate Behaviorally Disordered Subjects

1982 ◽  
Vol 50 (1) ◽  
pp. 136-138 ◽  
Author(s):  
L. E. Reisberg ◽  
Iris Fudell ◽  
Floyd Hudson
Keyword(s):  
Validation Study ◽  
Special Educators ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Behavior Rating ◽  
Behaviorally Disordered ◽  
Teacher Groups ◽  
Regular Classroom Teachers

The Behavior Rating Profile of Brown and Hammill was administered to respondents who were evaluating 15 behaviorally disordered students. Ratings of each student were completed by parents, three different teachers, and the students themselves. Results indicated that regular classroom teachers tended to rate students higher than did special educators or paraprofessionals. Students rated themselves higher in school behaviors than did any of the teacher groups. On home behaviors, students rated themselves higher than did their parents. These results are similar to those found in the original validation study.

Mainstreaming: An Examination of the Attitudes and Needs of Regular Classroom Teachers

1979 ◽  
Vol 2 (3) ◽  
pp. 58-62 ◽  
Author(s):  
Floyd Hudson ◽  
Steve Graham ◽  
Michael Warner
Keyword(s):  
Support Services ◽  
Training Needs ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Exceptional Children ◽  
Regular Class ◽  
Secondary Purpose ◽  
Educational Degree ◽  
Teachers Attitudes ◽  
And Training

A questionnaire was administered to elementary-school regular class teachers to determine their attitudes and needs in regard to mainstreaming the exceptional child. The questionnaire was designed to elicit teachers' attitudes and their perceptions of time, materials, skills, support services, and training needs in relation to teaching mainstreamed exceptional children in their classroom. The secondary purpose of the study was to determine whether locale, educational degree, or teaching level affect those perceptions. Results indicated that teachers evidenced unfavorable attitudes towards mainstreaming. They believed that they did not have the time, support services, or training necessary to teach exceptional children in their classroom effectively. It was speculated that with additional training, teachers would have the necessary skills to competently participate in a mainstreaming program. Locale, educational degree, and teaching level did not differentially affect teachers' attitudes and needs.

Perceptions of Classroom Teachers, Principals, and Resource Room Teachers of the Actual and Desired Roles of the Resource Teacher

1981 ◽  
Vol 14 (10) ◽  
pp. 600-603 ◽  
Author(s):  
Susan Evans
Keyword(s):  
Teacher Participation ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Resource Room ◽  
Resource Teachers ◽  
Resource Teacher ◽  
Principals Perceptions ◽  
Time Resource ◽  
Regular Classroom Teachers

This study investigated whether the perceptions of resource room teachers, regular classroom teachers, and principals differ in what they think the role of the resource teacher should be and what they know it actually is. The responses indicate considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. Principals perceptions of the percentage of time resource room teachers spend in actual roles were in considerable agreement with the responses of the resource teachers. Although this was not true for the estimates of the classroom teachers, this group was the most supportive of increased resource room teacher participation in communication and consultation activities.

STUDENT TEACHERS PERCEPTION TOWARDS TEACHING PRACTICUM PROGRAMME

2014 ◽  
Vol 2 (10) ◽  
pp. 121-130
Author(s):  
NORMAH YUSOF ◽  
AKMAH YUSOF ◽  
AZAHARI B MD ALI ◽  
CHE MOHD NAZRIN B CHE MOHD YUSOFF ◽  
MOHD NUR SHAFIQ B MOHD FARZA ◽  
...  
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
School Environment ◽  
Qualitative Methodology ◽  
Teaching Experience ◽  
Classroom Teachers ◽  
Teaching Practicum ◽  
And Linguistics

One of the requirements to qualify as a teacher is to undergo a teaching practicum during which one gains teaching experience. This practicum is considered as the most significant way in helping student teachers to become effective classroom teachers. This study investigates UniSZA student teachers perception towards teaching practicum and the challenges encountered by them. 45 Diploma in Teaching of English (TESL) Semester 5 students at the Faculty of Languages and Linguistics (FLL), Universiti Sultan Zainal Abidin (UniSZA) were chosen as respondents. The research employed qualitative methodology with questionnaire administered to examine the respondent’s answer for every question asked. The findings indicated that the student teachers have different perception and expectation regarding teaching practicum but most of them looked forward to it. The result of this study also highlighted two prominent challenges encountered by the student teachers that were to adapt with the school environment and the classroom management. Findings of this study would provide a deeper understanding on the Teaching Practicum organized by the Faculty of Languages and Communication.

scholarly journals Color Coded Cards for Student Behavior Management in Higher Education Environments

2017 ◽  
Vol 18 (1) ◽  
Author(s):  
Wadee S. Alhalabi ◽  
Mobeen Alhalabi
Keyword(s):  
Higher Education ◽  
Behavior Management ◽  
Student Behavior ◽  
Qualitative Method ◽  
Management Tool ◽  
Class Management

<p class="3">The Color Coded Cards system as a possibly effective class management tool is the focus of this research. The Color Coded Cards system involves each student being given a card with a specific color based on his or her behavior. The main objective of the research is to find out whether this system effectively improves students’ behavior, thus leading to better class management. The research was conducted with 350 students as subjects, and the data were gathered by means of a questionnaire administered over a period of three years. A qualitative method was applied to analyze the results and draw precise conclusions. The results were interesting and promising.</p>

Ecological Disturbance: A Test of the Matching Hypothesis

1980 ◽  
Vol 5 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Thomas J. Curran ◽  
Bob Algozzine
Keyword(s):  
Emotional Disturbance ◽  
Ecological Theory ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Ecological Disturbance ◽  
Ecological Theories ◽  
Potential Benefits ◽  
Matching Hypothesis ◽  
Critical Components ◽  
Different Levels

Ecological theories of emotional disturbance emphasize the interactions between the child's unique characteristics and reactions of others to those features as critical components in defining disturbance. In this study, regular classroom teachers with different levels of tolerance for immature behaviors were asked to rate a hypothetical child thought to exhibit immature or defiant behaviors. An analyses of of the teachers' ratings of the child's likelihood of success in a regular classroom suggested that tolerance was influential in the teachers' decisions regarding the child. The implications of the results are discussed with regard to assumptions underlying ecological theory, and as support for the potential benefits of ecological matching of teachers and children.1

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