The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants
The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants
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特殊教育教师和顾问的效能与教学实践之间的关系
DOI：
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发表时间：
1994
期刊：
影响因子：
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通讯作者：
Rose M. Allinder
中科院分区：
文献类型：
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作者：
Rose M. Allinder
摘要：本研究旨在探讨两类特殊教育教师教学效能与教学变数的关系。教师被归类为直接服务提供者，他们为轻度残疾的学生提供直接指导或行为干预，或间接服务提供者，他们至少花费50%的时间与普通教育工作者进行咨询，合作或团队教学。对于两种类型的教师来说，效能感与三个教学相关因素之间均呈显着正相关。服务类型只与一个教学组成部分，教学实验。对教师教育提出了建议。
ABSIRACT: The relationship between efficacy and selected instructional vareables was explored for two types of special education teachers. Teachers were categorized either as direct service providers, who provided direct instruction or behavioral interventions to students with mild disabilities, or as indirect service providers, who spent at least 50% of their time consulting, collaborating, or team teaching with general educators. Significant positive correlations found between efficacy and three instructionally-relevant factors were for both types of teachers. Type of service was related to only one instructional component, Instructional Experimentation. Recommendations for teacher education are addressed.