RECIPROCAL INTERACTION BETWEEN TEACHERS AND LD STUDENTS

这项为期5年的研究项目的目的是开发一种 两国之间发生的互惠交换的综合模型 普通教育教师及其学习障碍(LD)和 非学习障碍(NLD)学生。为此，这个项目 将使用教师评分表和直接观察来 确定教师和学生变量对教师的影响- 交换学生。此外，它还将描述教学和 与LD和NLD学生交流的管理内容和 将内容与注意力等学生结果变量联系起来 通过课堂来衡量任务和学习效率 观察和成就数据。 根据这些数据，我们建议开发和验证一个风险模型 对于无效的课堂交流导致贫困学生 结果。从这样的模型中，可以确定 基于儿童特征的学生-教师-处于危险之中的二元组 行为与教师的态度和行为。最后，来自 师生交流的序贯分析，一种可操作的方法 互惠师生关系的定义如下 已制定，将具体说明性质和相对贡献 学生与教师之间的师生互惠。 这项研究将大大有助于理解 关于复杂的互动的特点是教学和 学习交流。该项目将从以下方面收集信息 两个领域有着相似的担忧，但几乎没有什么 沟通。儿童发展研究人员率先在 成人-儿童研究方法和模型的发展 在没有调查这些交易所的性质的情况下 教育环境。另一方面，教育研究者， 倾向于从一种 单向透视。随着越来越多的残疾人 孩子们在学校的时间更多地花在通识教育上 设置时，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.