TY - JOUR
T1 - Teacher interactions with mainstreamed handicapped students and their nonhandicapped peers
AU - Alves, Alda J.
AU - Gottlieb, Jay
PY - 1986/2
Y1 - 1986/2
N2 - Teacher interactions with handicapped and nonhandicapped students in 38 mainstreamed classrooms were observed using an interval time-sampling procedure and behavioral categories derived from the Brophy-Good Teacher-Child Dyadic Interaction System. Six aspects of teacher-student interactions were considered: Academic Questions, Extended Feedback, Praise, Criticism, Work Interactions, and Total Amount of Interactions. Results of discriminant analysis indicated that handicapped students received fewer questions and were provided with less teacher feedback than their nonhandicapped peers. It was concluded, therefore, that mainstreamed handicapped students were less involved in academic exchanges than the nonhandicapped subjects.
AB - Teacher interactions with handicapped and nonhandicapped students in 38 mainstreamed classrooms were observed using an interval time-sampling procedure and behavioral categories derived from the Brophy-Good Teacher-Child Dyadic Interaction System. Six aspects of teacher-student interactions were considered: Academic Questions, Extended Feedback, Praise, Criticism, Work Interactions, and Total Amount of Interactions. Results of discriminant analysis indicated that handicapped students received fewer questions and were provided with less teacher feedback than their nonhandicapped peers. It was concluded, therefore, that mainstreamed handicapped students were less involved in academic exchanges than the nonhandicapped subjects.
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U2 - 10.2307/1510404
DO - 10.2307/1510404
M3 - Article
AN - SCOPUS:62249172258
SN - 0731-9487
VL - 9
SP - 77
EP - 83
JO - Learning Disability Quarterly
JF - Learning Disability Quarterly
IS - 1
ER -