RECIPROCAL INTERACTION BETWEEN TEACHERS AND LD STUDENTS

教师与LD学生之间的互动

• 批准号: 3469842
• 负责人: SUSAN OSBORNE
• 金额: $ 11.03万
• 依托单位: NORTH CAROLINA STATE UNIVERSITY RALEIGH
• 依托单位国家: 美国
• 财政年份: 1988
• 资助国家: 美国
• 起止时间: 1988-09-30 至 1993-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3469842
• 关键词: academic achievement; attention; attitude; child behavior disorders; child psychology; child with disability; human subject; interpersonal relations; learning disorders; teaching

The purpose of this 5-year research project is to develop a comprehensive model of the reciprocal exchanges that occur between general education teachers and their learning disabled (LD) and non-learning disabled (NLD) students. To this end, this project will employ teacher rating scales and direct observations to identify teacher and student variables which contribute to teacher- student exchanges. Further, it will describe the instructional and managerial content of those exchanges with LD and NLD students and relate the content to student outcome variables such as attention to task and academic productivity as measured by classroom observations and achievement data. From these data, we propose to develop and validate a model of risk for ineffective classroom exchanges leading to poor student outcomes. From such a model, it would be possible to identify student teacher-dyads at risk based on characteristics of child behavior and teacher attitudes and behavior. Finally, from sequential analyses of teacher-student exchanges, an operational definition of reciprocal teacher-LD student relationships would be developed which would specify the nature and relative contributions of students and teachers to teacher-LD student reciprocity. This research will contribute substantially to the understanding of the complex interactions which characterize teaching and learning exchanges. The project will draw together information from two fields characterized by similar concerns but little communication. Child development researchers have pioneered in the development of methodologies and models for studying adult-child exchanges without investigating the nature of those exchanges in educational settings. Educational researcher, on the other hand, have tended to interpret educational exchanges from an unidirectional perspective. As increasing numbers of handicapped children spend more of their school days in general education settings, it becomes increasingly more important to understand the complexity of educational exchanges.

这个为期5年的研究项目的目的是开发 之间发生的互惠交流的综合模型 通识教育老师及其学习障碍（LD）和 非学习残疾人（NLD）学生。 为此，这个项目 将采用教师评级量表并直接观察到 确定有助于教师的教师和学生变量 - 学生交流。 此外，它将描述教学和 与LD和NLD学生交流的管理内容以及 将内容与学生的结果变量（例如注意）联系起来 通过课堂衡量的任务和学术生产力 观察和成就数据。 从这些数据中，我们建议开发和验证风险模型 为导致贫穷学生的教室交流无效 结果。 从这样的模型可以识别 学生老师戴YADS有孩子的特征风险 行为和教师的态度和行为。 最后，来自 对教师交流的顺序分析，一种运营 互惠教师与学生关系的定义将是 开发将指定性质和相对贡献 学生和老师的教师 - 世界学生互惠。 这项研究将有助于理解 特征教学和的复杂互动 学习交流。该项目将从中获取信息 两个领域的特征是类似的问题，但很少 沟通。 儿童发展研究人员已经开创了 开发研究成人孩子的方法和模型 交流而没有调查这些交流的性质 教育环境。 另一方面，教育研究人员 倾向于解释教育交流 单向观点。 随着残障人数的增加 孩子们在通识教育上花费更多的上学时间 设置，了解 教育交流的复杂性。