RECIPROCAL INTERACTION BETWEEN TEACHERS AND LD STUDENTS

这个为期5年的研究项目的目的是开发一个 一个全面的互惠交流模式， 普通教育教师及其学习障碍者， 非学习障碍学生。 为此，该项目 将采用教师评级量表和直接观察， 确定教师和学生的变量，有助于教师- 学生交流。 此外，它将描述教学和 与LD和NLD学生交流的管理内容， 将内容与学生的结果变量（如注意力）联系起来 任务和学术生产力， 观察和成就数据。 从这些数据中，我们建议开发和验证风险模型 因为无效的课堂交流导致了贫困学生 结果。 从这样的模型中，可以识别出 基于儿童特征的危险学生教师配对 教师的态度和行为。 最后从 师生交流的顺序分析，一个可操作的 师生关系的定义是 其中将具体说明其性质和相对贡献 学生与教师要师生互惠。 这项研究将大大有助于理解 复杂的相互作用的特点教学和 学习交流。该项目将收集来自以下方面的信息： 这两个领域有着相似的关注点， 通信 儿童发展研究人员已经率先在 制定研究成人-儿童关系的方法和模式 不调查这些交换的性质， 教育环境。 另一方面，教育研究者， 倾向于将教育交流从一个 单向视角 随着越来越多的残疾人 孩子们在普通教育中花费更多的在校时间 因此，越来越重要的是要了解 教育交流的复杂性。

The purpose of this 5-year research project is to develop a comprehensive model of the reciprocal exchanges that occur between general education teachers and their learning disabled (LD) and non-learning disabled (NLD) students. To this end, this project will employ teacher rating scales and direct observations to identify teacher and student variables which contribute to teacher- student exchanges. Further, it will describe the instructional and managerial content of those exchanges with LD and NLD students and relate the content to student outcome variables such as attention to task and academic productivity as measured by classroom observations and achievement data. From these data, we propose to develop and validate a model of risk for ineffective classroom exchanges leading to poor student outcomes. From such a model, it would be possible to identify student teacher-dyads at risk based on characteristics of child behavior and teacher attitudes and behavior. Finally, from sequential analyses of teacher-student exchanges, an operational definition of reciprocal teacher-LD student relationships would be developed which would specify the nature and relative contributions of students and teachers to teacher-LD student reciprocity. This research will contribute substantially to the understanding of the complex interactions which characterize teaching and learning exchanges. The project will draw together information from two fields characterized by similar concerns but little communication. Child development researchers have pioneered in the development of methodologies and models for studying adult-child exchanges without investigating the nature of those exchanges in educational settings. Educational researcher, on the other hand, have tended to interpret educational exchanges from an unidirectional perspective. As increasing numbers of handicapped children spend more of their school days in general education settings, it becomes increasingly more important to understand the complexity of educational exchanges.