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ERIC Number: EJ624823
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-1034-912x
EISSN: N/A
Patterns of Teacher-Student Interaction in Inclusive Elementary Classrooms and Correlates with Student Self-Concept.
Jordan, Anne; Stanovich, Paula
International Journal of Disability, Development and Education, v48 n1 p33-52 Mar 2001
A study of nine teachers in inclusive elementary classrooms found that teachers who see themselves as responsible for the achievement of all their students interacted with all students more frequently and at higher levels of cognitive engagement. Students in the classrooms of these teachers had higher self-concept scores. (Contains references.) (Author/CR)
Descriptors: Classroom Communication, Disabilities, Elementary Education, Inclusive Schools, Self Concept, Teacher Attitudes, Teacher Role, Teacher Student Relationship
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A