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ERIC Number: ED407641
Record Type: Non-Journal
Publication Date: 1996-Nov
Pages: 20
Abstractor: N/A
Reference Count: N/A
Self-Concept in Special Needs Students in Homogeneous and Heterogeneous Groupings in Seventh and Eighth Grade Students.
Greene, Ken; Kariuki, Patrick
The classroom environment that teachers provide for special needs students directly influences students' self-concept. To explore the scope of this relationship, students in homogeneous and heterogeneous classes, along with other environmental factors, were studied. Data was taken from special needs students in middle school, who either had been separated into a homogeneous class or had been mainstreamed. Direct observations of teachers and different classes were conducted and these observations were combined with student interviews and sociograms. Results were analyzed using measures of central tendency, measures of dispersion, selected t-tests, and other techniques. Findings indicate that no significant difference exists between self concept and class grouping. However, a strong relationship between grouping and teacher attitude was discovered. Those students with a team of consistently supportive teachers had higher self-concept scores than did students with less supportive teachers. Parental support, it was determined, showed no significant difference in relationship to self-concept. This suggests that students had loyalties to their parents regardless of parental support. Overall, students' self-concepts, irrespective of their grouping, are elevated in consistently supportive school environments, or are lessened in inconsistent or unsupportive classroom environments. Contains 14 references. (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A