Persistent Link:
http://hdl.handle.net/10150/291919
Title:
The Regular Education Initiative: Teacher views on cooperation
Author:
Barr, Lisa Marie, 1966-
Issue Date:
1993
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 involved a sample of 66 regular classroom teachers, grades K through 5, from a local school district. Subjects were given a measure of preference for two types of cooperative interventions designed to meet the needs of mildly handicapped students in the regular classroom (collaborative and consultative interventions). The results indicate that the teachers had no preferences of one type of intervention over the other and that the two variables measured were positively correlated. These results seem to indicate that those teachers who are willing to cooperate with special education personnel were flexible in the approach used, while others did not support either type of intervention. Respondents' comments reflect a strong concern for large class size and fairness to non-handicapped students.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Elementary.; Education, Special.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Aleamoni, Lawrence

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe Regular Education Initiative: Teacher views on cooperationen_US
dc.creatorBarr, Lisa Marie, 1966-en_US
dc.contributor.authorBarr, Lisa Marie, 1966-en_US
dc.date.issued1993en_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 involved a sample of 66 regular classroom teachers, grades K through 5, from a local school district. Subjects were given a measure of preference for two types of cooperative interventions designed to meet the needs of mildly handicapped students in the regular classroom (collaborative and consultative interventions). The results indicate that the teachers had no preferences of one type of intervention over the other and that the two variables measured were positively correlated. These results seem to indicate that those teachers who are willing to cooperate with special education personnel were flexible in the approach used, while others did not support either type of intervention. Respondents' comments reflect a strong concern for large class size and fairness to non-handicapped students.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Elementary.en_US
dc.subjectEducation, Special.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorAleamoni, Lawrenceen_US
dc.identifier.proquest1352342en_US
dc.identifier.bibrecord.b2705116xen_US
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