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ERIC Number: ED071225
Record Type: RIE
Publication Date: 1972
Pages: 211
Abstractor: N/A
Reference Count: 0
Educable Mentally Retarded Students' Perceptions of Teachers' Nonverbal Behavior.
Ball, Howard G.
The study assessed the perceptions of 84 educable mentally retarded (EMR) junior high school students (black and white from lower and middle class socioeconomic status) regarding the nonverbal communicative behaviors of teachers. The C. M. Galloway Categories of Teachers' Nonverbal Behaviors were employed to determine how racial characteristics and socioeconomic class status might affect person perceptions. Data indicated that EMR Ss with higher social inferential skills did not view inhibiting (inattentive, unresponsive and disapproving) teacher behaviors any differently than did Ss with lower inferential skills. It was found that race was statistically significant to one dependent variable, enthusiastic support. Black Ss scored higher toward the black teacher-actor while white Ss scored higher on the white teacher-actor's performance. Lower class black and white Ss gave a higher score to the black teacher-actor within the helping category, while middle class black and white Ss rated the white teacher-actor higher. Lower class status blacks were found to be more tolerant to the unresponsive category than middle class blacks. The middle class black EMR Ss were most rejecting of all four groups (black-lower, white-lower, and white-middle) toward unresponsive teachers' nonverbal behavior. (GW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A