THE INITIAL EXPECTATIONS OF SECONDARY VOCATIONAL EDUCATORS TOWARD MAINSTREAMED HANDICAPPED STUDENTS

Persistent Link:
http://hdl.handle.net/10150/282692
Title:
THE INITIAL EXPECTATIONS OF SECONDARY VOCATIONAL EDUCATORS TOWARD MAINSTREAMED HANDICAPPED STUDENTS
Author:
Minner, Sam Hale
Issue Date:
1980
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study examined the initial expectations of secondary vocational educators toward hypothetical labeled handicapped students under consideration for placement in regular vocational classes. Regular secondary vocational teachers from school districts in Southern Arizona were randomly assigned to six treatment conditions, two levels of behavioral description X three levels of labeled conditions. The purpose of the research was to examine the impact of a labeled condition and varying behavioral descriptions of a tenth grade male student on the initial expectations of the teachers in the study. Teachers responded to a questionnaire concerning the child that contained four subscales: (1) academic potential, (2) behavioral qualities, (3) teacher's appraisal, and (4) stereotype. Results indicated that the labels EMR and LD and behavioral descriptions had significant impact on the initial judgments of teachers. Implications of the findings of the study are discussed.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Children with disabilities -- Vocational education.; Vocational teachers -- Attitudes.; Teachers -- Attitudes.; Mainstreaming in education.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education
Degree Grantor:
University of Arizona
Advisor:
Healey, William

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleTHE INITIAL EXPECTATIONS OF SECONDARY VOCATIONAL EDUCATORS TOWARD MAINSTREAMED HANDICAPPED STUDENTSen_US
dc.creatorMinner, Sam Haleen_US
dc.contributor.authorMinner, Sam Haleen_US
dc.date.issued1980en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study examined the initial expectations of secondary vocational educators toward hypothetical labeled handicapped students under consideration for placement in regular vocational classes. Regular secondary vocational teachers from school districts in Southern Arizona were randomly assigned to six treatment conditions, two levels of behavioral description X three levels of labeled conditions. The purpose of the research was to examine the impact of a labeled condition and varying behavioral descriptions of a tenth grade male student on the initial expectations of the teachers in the study. Teachers responded to a questionnaire concerning the child that contained four subscales: (1) academic potential, (2) behavioral qualities, (3) teacher's appraisal, and (4) stereotype. Results indicated that the labels EMR and LD and behavioral descriptions had significant impact on the initial judgments of teachers. Implications of the findings of the study are discussed.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectChildren with disabilities -- Vocational education.en_US
dc.subjectVocational teachers -- Attitudes.en_US
dc.subjectTeachers -- Attitudes.en_US
dc.subjectMainstreaming in education.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorHealey, Williamen_US
dc.identifier.proquest8100008en_US
dc.identifier.oclc7430590en_US
dc.identifier.bibrecord.b13383644en_US
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