ERIC Number: ED406765
Record Type: RIE
Publication Date: 1995-Apr
Pretesting: Is It a Strategy Used with Inclusion?
Witham, Joan; Linehan, Patricia
Elementary school teachers (N=109) were surveyed regarding their use of pretesting to determine individual student instructional needs prior to teaching units of the regular curriculum. Teachers varied in their amount of teaching experience and possession of specialized endorsements--33 teachers had an endorsement in gifted/talented education and 14 teachers had an endorsement in learning disabilities or other special education area. Slightly more than half the sample reported they felt that pretests were worth the time, give children a feel for what will be expected of them, and should be used more often. However, almost half of respondents felt that pretests are too time consuming, not necessary, only work in certain subjects, and are not practical. Thirty percent of respondents did not ever pretest classes in spelling or reading, 36 percent did not pretest in language arts/ grammar, 17 percent did not pretest in math, 52 percent did not pretest in social studies, and 47 percent did not pretest in science. (Contains 15 references.) (DB)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Council for Exceptional Children (73rd, Indianapolis, IN, April 5-9, 1995).