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ERIC Number: ED405694
Record Type: RIE
Publication Date: 1990-Mar
Pages: 16
Abstractor: N/A
Variables Important to Learning: A Knowledge Base for Special and Regular Education.
Reynolds, Maynard C.; And Others
This study of the knowledge bases of education began with a "meta-review" of the research literature in special and regular education and identification of specific learning variables. The effort focused on determining the extent that special and regular educators work from common bases of knowledge and the degree of appropriate merging during teacher preparation. Results of the literature review were summarized in the form of a 228-item survey questionnaire. A Delphi survey of a 12-member panel of experts was followed by a broader set of surveys of 8 groups of educators: special education classroom teachers (N=449), regular teachers (N=182), school psychologists (N=207), principals (N=92), state and territorial directors of special education (N=37), directors of Chapter 1 programs (N=41), special education researchers (N=55), and authors of major research reports and reviews (N=61). The study found a high degree of consensus about variables considered important for creating learning environments, especially among regular education and special education teachers. Results support increased broad collaboration between regular and special education. Tables list the 20 most highly rated variables, additional instructional variables rated as important, and specific results from each group surveyed. (DB)
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Temple Univ., Philadelphia. Center for Research in Human Development and Education.
Grant or Contract Numbers: N/A
Note: In: Designing and Evaluating School Learning Environments for Effective Mainstreaming of Special Education Students: Synthesis, Validation, and Dissemination of Research Methods. Final Report; see EC 305 400.