Descriptor
| Mental Retardation | 4 |
| Research Projects | 4 |
| Teacher Attitudes | 4 |
| Elementary Education | 3 |
| Mild Mental Retardation | 3 |
| Academic Achievement | 1 |
| Classroom Environment | 1 |
| Elementary School Teachers | 1 |
| Elementary Secondary Education | 1 |
| Emotional Disturbances | 1 |
| Grouping (Instructional… | 1 |
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Source
| Psychology in the Schools | 4 |
Author
| Berman, Dene S. | 1 |
| Fine, Marvin J. | 1 |
| Fry, Patricia Brown | 1 |
| Guidubaldi, John | 1 |
| Hayes, Charles S. | 1 |
| Kehle, Thomas J. | 1 |
| Moore, Judy | 1 |
| Prinz, Robert J. | 1 |
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Peer reviewedHayes, Charles S.; Prinz, Robert J. – Psychology in the Schools, 1975
The purpose of this study is to examine the extent to which a reflection or impulsive response style, as judged by teachers through a rating method, is related to academic performance. (Author)
Descriptors: Academic Achievement, Elementary Education, Mental Retardation, Mild Mental Retardation
Peer reviewedBerman, Dene S.; Fry, Patricia Brown – Psychology in the Schools, 1978
The notion that student teachers are less accepting of mentally ill than of normal students was investigated. The hypothesis was supported. Implications for revealing potentially stigmatizing information about mental illness to teachers were discussed. (Author)
Descriptors: Elementary Secondary Education, Emotional Disturbances, Handicapped Children, Mental Disorders
Peer reviewedMoore, Judy; Fine, Marvin J. – Psychology in the Schools, 1978
A sample of 61 teachers were asked to complete the Leary Interpersonal Check List on Hypothetical EMH, LD, and normal 10-year-old males. The teachers also answered 15 multiple choice questions on mainstreaming. Findings indicated that the three teacher groups were in agreement in viewing the child types differently. (Author)
Descriptors: Elementary Education, Elementary School Teachers, Learning Disabilities, Mainstreaming
Peer reviewedKehle, Thomas J.; Guidubaldi, John – Psychology in the Schools, 1978
Barclay Classroom Climate Inventory was administered to 45 randomly selected classes from a population of 115 classes representing Self-Contained Selected Academic Placement and Learning Center models. It appears that stronger social support systems exist and fewer problems emerge for children who are placed with others of similar cognitive…
Descriptors: Classroom Environment, Elementary Education, Grouping (Instructional Purposes), Mental Retardation
