Management of Task Involvement in Special Education Classrooms: Implications for Teacher Preparation.

Englert, Carol Sue; Thomas, Carol Chase

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ315425

Record Type: CIJE

Publication Date: 1982

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

Management of Task Involvement in Special Education Classrooms: Implications for Teacher Preparation.

Englert, Carol Sue; Thomas, Carol Chase

Teacher Education and Special Education, v5 n2 p3-10 Spr 1982

Observation of seven resource teachers of learning disabled and educable mentally disabled students revealed that four teacher behaviors had a substantial impact on task involvement: teacher positioning, effective surveillance, provision of consequences for task involvement, and management of transition times. (CL)

Descriptors: Learning Disabilities, Mild Mental Retardation, Resource Teachers, Special Education Teachers, Teacher Behavior

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A