Teacher-Student Interactions in Middle School Mainstreamed Classes: Differences With Special and Regular Education Students.

Brady, Michael P.; And Others

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Peer reviewed

ERIC Number: EJ386510

Record Type: Journal

Publication Date: 1988

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Teacher-Student Interactions in Middle School Mainstreamed Classes: Differences With Special and Regular Education Students.

Brady, Michael P.; And Others

Journal of Educational Research, v81 n6 p332-40 Jul-Aug 1988

An experimental teacher-effectiveness intervention, a six-week training program for regular education middle school social studies teachers with mainstreamed/regular classes, produced important changes in teacher and student behavior. Forty volunteer teachers served as subjects in this one-year study. The specially designed observation code for recording interactive behavior is included. (IAH)

Descriptors: Analysis of Variance, Behavior Change, Classroom Observation Techniques, Inservice Teacher Education, Intermediate Grades, Junior High Schools, Mainstreaming, Special Education, Teacher Effectiveness, Teacher Student Relationship

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A