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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ349344
Record Type: CIJE
Publication Date: 1987
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Does Categorical Teacher Certification Benefit the Mildly Handicapped Child?
Marston, Douglas
Exceptional Children, v53 n5 p423-31 Feb 1987
Learning disabled (N=78) and educable mentally retarded (N=47) elementary students, when taught by teachers whose certification matched child label, did not make significantly greater gains than when instructed by teachers with licenses not matching pupil label. The data support a noncategorical service delivery model with implications for student identification and teacher training. (Author/JW)
Descriptors: Academic Achievement, Achievement Gains, Disability Identification, Elementary Education, Grouping (Instructional Purposes), Labeling (of Persons), Learning Disabilities, Mild Mental Retardation, Student Evaluation, Teacher Certification, Teacher Education, Teacher Effectiveness, Teacher Qualifications
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Categorical Special Education