A review of educators' attitudes toward handicapped children and the concept of mainstreaming

Literature is reviewed related to the attitudes of educators toward handicapped children and the concept of mainstreaming these youngsters into regular class settings. Opinionnaire data suggest that regular class educators, particularly those with little formal training or experience in special education, do not favor mainstreaming. Moreover, these educators view handicapped children as generally less able to benefit from schooling. Research is also reviewed that documents the relationship between teachers' attitudes toward individual pupils and the differential instructional treatment of children. Finally, efforts to modify the attitudes and perceptions of educators toward handicapped children and mainstreaming are presented.     

Mentoring for inclusion: A model class for special and general educators

Abstract

The following paper presents content and outcomes of a model class for instructing general and special educators in best practices of inclusive education. Key components of the class were (a) an emphasis on cooperative learning and team decision making, (b) highly structured problem‐solving activities, and (c) the use of in vivo case studies involving children with disabilities in local schools. These components were designed to model professional activities associated with the successful inclusion of children with disabilities in general education classrooms. Course content is supported by brief reviews of related research. Course outcomes, problems encountered, and recommendations for replication are presented.     

A transition model for placement of handicapped children in regular and special classes

Mainstreaming and deinstitutionalization are current phenomena which call for a variety of handicapped children to be transitioned to a range of educational settings not previously available to them. A model is presented in which critical transition parameters are conceived as functionally related continua, indicating degrees of readiness for both special and regular classroom settings. The model is based upon actual experience in placement of disturbed, learning disabled, and retarded children into school settings after discharge from a psychiatric hospital.     

胡鲁之间说“宽容“

胡适和鲁迅是20世纪中国最具影响力的两个知识分子,但是他们对宽容的态度却截然相反一个认为容忍比自由更重要,一个则声称一个都不宽恕.二者之容忍与不容忍,都有其特定的哲学基础,前者建立于自由主义的无知论,后者则基于真理的二元对立性.     

School attainment and gender: Attitudes of Kenyan and Malawian parents toward educating girls

This paper compares the attitudes of Kenyan and Malawian rural parents to educating girls, using perceptions of gender-specific academic potential, educational aspirations and opinions on the gender appropriateness of primary school subjects and various careers. Suggestions are offered as to how these attitudes affect girls' educational attainment. The paper closes with a discussion of the ways that parents' attitudes affect girls' completion of primary school in Malawi and how the high wastage rate might be cut.     

Expectations of and Attitudes toward Counseling: A Comparison of Asian International and U.S. Graduate Students

This study examined Asian international graduate students’ expectations of and attitudes toward counseling by using U.S. graduate students as a comparative reference group. Survey data from 189 Asian international and 186 U.S. students were subject to analyses. Results indicated that Asian international students, in comparison with U.S. students, indicated less exposure to counseling, less self-perceived need for counseling, greater discomfort/shame with counseling, less openness to counseling, a greater preference for a directive style, and a greater preference for a flexible counseling format. Language and cultural concerns were barriers to seeking counseling. Implications for culturally responsive services were discussed.     

Needed research in the introduction and use of audiovisual materials: A special report

Conclusion Though many appropriate questions on which research needs to be done have been raised in this report, there is still one significant point which must be kept in mind: The conduct of the research itself must conform to acceptable procedures for educational research. A major concern in this whole field, but especially in the specific area of media research, has been that of such matters as the appropriateness and efficiency of the research techniques, instrumentation, and statistical procedures. Of the various activities that have been under way to upgrade research one of the more promising is a book prepared by A. A. Lumsdaine and others. Entitled Experimental Research on Educational Media: A Guidebook, it will be published soon by the U. S. Office of Education. Publications of this type should help greatly to promote the development of good researchable questions, improved procedures for studying a problem, and the postulating of tenable and generalizable conclusions. Wesley C. Meierhenry was chairman of the group of researchers who assembled at NEA headquarters in Washington to take stock of research in the educational uses of the newer media and to identify areas requiring further or initial investigations. The recommendations they drafted are presented here as edited by Dr. Meierhenry and with his linking comments.     

The scholarship of teaching: A comparison of conceptions held by experts and regular academic staff

Over the past decade the scholarship ofteaching has received considerable attention inthe higher education literature as a reactionto the widely cited Carnegie Foundation'sreport ``Scholarship Reconsidered'; however, theconcept has remained devoid of a unifieddefinition. A recent Delphi study conductedwith a selective group of scholars whoseexpertise lies in the area of universityteaching and learning indicated the extent towhich these ``experts' agreed with each other onimportant features and unresolved issues theyassociate with the scholarship of teaching. Building on the results of the Delphi study,the present article discusses the results of asecond survey comparing these ``experts' 'conceptions with those of a larger group ofscholars whose expertise lies in a differentacademic field (``regular academic staff'), inorder to identify the similarities anddifferences in the conceptions of thescholarship of teaching held by each of the twogroups. While regular academic staff werefound to associate the scholarship of teachingmore with good or effectiveteaching ``experts' pointed to notions such aspeer review and scholarly standards. Thediscussion of the results focuses on the notionof consensus reached within and betweenthe two groups. It is argued that in order topromote changes in policy with respect to whatis to count as scholarship, identifying andreporting ``experts' ' conceptions, thoughclearly necessary for promoting moreenlightened discussions on the issue, willremain insufficient. Policy change in academeis more likely to ensue as a result of thewider academic community reaching consensus onthe meaning, and nature, of the scholarship ofteaching. The wider academic community includes``experts', as well as colleagues in departmentsand disciplinary associations. The articleconcludes by exploring the notion of consensusthrough the lens of critical social theory.     

The selection and evaluation of cooperating teachers: A status report

Abstract

In the United States today, reports abound of violent acts committed by children and adolescents. Once considered safe havens, schools can no longer ensure the safety of their students or faculty. This article presents (a) the public health model of prevention as it applies to the problem of youth violence, (b) causal factors known to be associated with violence and aggression, and (c) practical strategies, which can be incorporated into existing teacher education programs, for addressing violence in the school and classroom.     

Attitudes of business college faculty and administrators toward distance education: a national survey

Educators’ attitudes towards distance education are known to be influenced by many factors. This study incorporated survey data that measured business educators’ attitudes toward distance education at both the baccalaureate and masters levels of instruction. Two simultaneous equations models were developed that described the relationship between the respondents’ attitudes and other factors relevant to their receptivity and support of distance education. Key influential factors were found to be the experience of the respondent and their perception of difficulties with and appropriateness of distance education. Key differences between the models were based on the teaching role and age of the respondent.     

大学师生奖惩态度的系列研究--考试成功归因对奖励态度的影响

本研究在韦纳三维归因理论的基础上,自编问卷,调查并比较了大学生与教师在考试成功领域内的一系列奖励态度。研究结果显示：①自编问卷具有良好的信度（0.44-0.73）和效度,调查结果稳定可靠。②大学师生对持的相同奖励态度是：对内部、可控、稳定的因素（如持久努力）导致的考试成功应该给予奖励;对内部、可控、不稳定（如一时努力）或外部、可控、不稳定（如他人帮助）的因素导致的可支奖励;对外半、不可控、稳定（如任务容易）的因素导致的可以不奖励;对外部、不可控、不稳定的因素（如运气）导致的不应该奖励。③对外部,可控的因素（如他人帮助）导致的考试成功,教师比大学生更倾向于给予奖励。④对外部、不可控、不稳定的因素（如运气）导致的考试成功,女教师比男教师更倾向于不给予奖励。     

Tutoring interventions within special education settings: A comparison of cross-age and peer tutoring

In two experiments, cross-age and peer tutoring interventions conducted within special education settings were compared. In Experiment 1, learning disabled (LD) and behaviorally disordered (BD) students acted as tutors of younger LD and BD students. In Experiment 2, same-age LD and BD students alternated tutor and tutee roles. In both experiments, tutors and tutees exhibited academic gains. Only in Experiment 1, however, were attitudinal gains observed. Implications for future research and practice are given.     

双城记:上海纽约城市比较研究

上海和纽约是世界两大都市和经济中心。两座城市各具独特的城市魅力和特色,也有着不少共同点。如均以港兴市,是所在国家的首位城市和具有世界主义导向的大都市。然而两者的差异也十分显著,纽约是一座全球城市,而目前的上海仍只是区域性国际都市。与纽约相似,上海也正在经历由制造业为核心的港口城市,向以现代服务业为主要驱动力的创意之城的转化。纽约与上海一样,面临拥堵、污染、教育之忧、医疗费用增长等类似的问题。纽约的最大竞争优势在于不同的意见都能得到尊重,即所谓宽容和多元化的社会,从而有利于创造力的进发。作为后起之秀的上海,正以其摩天大楼、蓬勃的金融市场、迅速国际化以及越来越快的速度追赶纽约等全球城市。需要指出的是,城市的真正发展之路在于城市复兴,必须将城市的生产率置于思考的核心,保持和延续城市的历史和文脉。全球城市的竞争不是零和游戏,在中国大国崛起背景下的上海,可与纽约一道互相学习,从而构建一场可以共赢的竞赛。     

贵州民族地区学生对民族文化类课程态度的抽样调查

为了解我国民族地区学校民族文化类课程的教学现状,我们使用自行设计的问卷,选取贵州省松桃县盘信民族中学和平塘县掌布中学学生为样本进行了抽样调查,并使用SPSS18.0对数据进行了整理和分析。调查结论显示:民族地区学生对民族文化类课程普遍持积极态度。尽管现状和学生的诉求之间还存在着一定的差距,但还是得到了绝大多数学生的肯定。针对民族文化类课程开设过程中存在的问题,有关部门应高度重视,从建立民族文化类课程建设保障机制、切实提高民族文化类教材编写质量以及进一步加强师资队伍建设等方面来进一步提高此类课程的教学质量。     

A comparison of three screening tests and the WISC-R in special education evaluations

Eighty public school children referred for psychological assessment for potential special education placement were given the Slosson Intelligence Test, Peabody Picture Vocabulary Test, Developmental Test of Visual-Motor Integration, and Wechsler Intelligence Scale for Children—Revised. Correlational and regression techniques were used to determine the effectiveness of the three former measures in predicting WISC-R IQ scores. SIT IQs were found to be the best predictors of WISC-R Verbal, Performance, and Full Scale IQs; however, these statistical relationships reveal little about the clinical utility of the screening measures. Problems with use of the current findings and those of other studies are discussed.