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ERIC Number: ED123822
Record Type: RIE
Publication Date: 1976-Apr
Pages: 31
Abstractor: N/A
Reference Count: 0
Effects of a Mediated Training Course on Teachers and Students in Mainstreaming Programs.
Chow, Stanley H.L.; And Others
Thirty-eight teachers and 96 low achieving students from 10 elementary schools were involved in a study designed to evaluate the effects of an inservice training course, "Tutoring in Mathematics", on teachers in mainstreaming settings. Course effects were defined in terms of specific tutoring skills and teacher attitudes about working with mainstreamed students. Changes in student math achievement and attitudes toward math were also examined. Experimental teachers took the 6-week course while control teachers received no training. A videotape of a tutoring session was taken before and after training. Three of the nine tutoring skills (specific verbal praise, negative comments, and teacher declarations) reached statistical significance at posttest for the experimental teachers; control teachers did not exhibit significant gains in tutoring skills. Significant gains were also achieved on the total attitude scale and two attitude subscales for experimental teachers only. Pre-post math attitude and math achievement scores were collected for the students. Students of experimental teachers showed significant gains in total math achievement particularly in addition, subtraction, and multiplication subscales, whereas students of control teachers did not exhibit similar gains. Data on student attitude toward math indicated no significant increase or decrease for both student samples. (Author/SB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 21, 1976)