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| Algozzine, Bob | 2 |
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Peer reviewedO'Sullivan, Patrick J.; And Others – Remedial and Special Education (RASE), 1987
Observation of resource room instruction of 66 elementary learning disabled (LD) and educable mentally retarded (EMR) students revealed no differences in instructional behavior of special educators holding differing teacher licensure and no differences in classroom behavior of students. Results suggest the categorical model is not appropriate for…
Descriptors: Behavior Patterns, Elementary Education, Learning Disabilities, Mild Mental Retardation
Peer reviewedAlgozzine, Bob; And Others – Journal for Special Educators, 1981
Resource room teachers of elementary-aged educable mentally retarded, learning disabled, and emotionally disturbed children (N=150) responded similarly to eight questions concerning educational aspects of their classrooms and agreed on such aspects of practice as time spent emphasis on teaching activities, but differed relative to service delivery…
Descriptors: Delivery Systems, Emotional Disturbances, Learning Disabilities, Mild Mental Retardation
Download full textAlgozzine, Bob; And Others – 1980
The extent of similarities and differences among educable mentally retarded (EMR), learning disabled (LD), and emotionally disturbed (ED) children was investigated with 75 resource room teachers. Teachers were asked to provide information regarding the children in their classes and some of their program activities; equal numbers of each type of…
Descriptors: Delivery Systems, Handicap Identification, Learning Disabilities, Mild Disabilities
Peer reviewedGardner, David C.; Gardner, Paula L. – Adolescence, 1978
Students in a remedial resource room program were assigned spelling and vocabulary tasks under a goal-setting/no-goal-setting procedure to see if goal setting behaviors facilitate learning. Results supported Rotter's social learning theory and the use of unobtrusive goal-setting procedures in special education classes. (SJL)
Descriptors: Goal Orientation, High Schools, Learning Disabilities, Learning Theories
Peer reviewedRieth, Herbert; And Others – Journal of Special Education Technology, 1987
This study compared 52 resource room programs for mildly mentally handicapped, learning disabled, and severely emotionally disturbed secondary students, which used or did not use microcomputers. Benefits of microcomputer use included increased active task engagement and increased individually focused instruction, but overall differences in most…
Descriptors: Classroom Environment, Computer Assisted Instruction, Emotional Disturbances, Individualized Instruction
Ysseldyke, James E.; And Others – 1987
Observations were conducted to document the active academic responding and academic engagement rates of 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 mildly mentally retarded, and 30 self-contained programs. Data were recorded in 10-second intervals for each student over an entire school day. During a…
Descriptors: Classroom Techniques, Comparative Analysis, Elementary Education, Emotional Disturbances
Fields, Barry A. – Exceptional Child, 1987
Twenty primary school teachers using the resource room model with low performing, mildly intellectually handicapped, or learning disabled children in Queensland (Australia) were surveyed on their use of teacher effectiveness research in teaching procedures and functions. Effectiveness research was found to be generalizable to special and remedial…
Descriptors: Foreign Countries, Learning Disabilities, Low Achievement, Methods Research
Ysseldyke, James E.; And Others – 1987
Observational data were collected on the instructional tasks used by 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 educable mentally retarded, and 30 nonhandicapped). No differences between handicapped and nonhandicapped students were revealed in an analysis of time using each of eight specific tasks…
Descriptors: Class Activities, Classroom Techniques, Comparative Analysis, Elementary Education
Meyen, Edward L., Ed.; And Others – 1993
The book contains 19 papers from the journal, "Focus on Exceptional Children," that discuss new perspectives and practices in educating students with mild disabilities. The first half of the book is titled "New Perspectives" and includes the following articles: "Beyond the Regular Education Initiative/Inclusion and the Resource Room Controversy"…
Descriptors: Classroom Techniques, Cultural Differences, Curriculum Development, Elementary School Students
