THE INITIAL EXPECTATIONS OF SECONDARY VOCATIONAL EDUCATORS TOWARD MAINSTREAMED HANDICAPPED STUDENTS
| dc.contributor.advisor | Healey, William | en_US |
| dc.contributor.author | Minner, Sam Hale | |
| dc.creator | Minner, Sam Hale | en_US |
| dc.date.accessioned | 2013-04-18T09:58:54Z | |
| dc.date.available | 2013-04-18T09:58:54Z | |
| dc.date.issued | 1980 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/282692 | |
| dc.description.abstract | This study examined the initial expectations of secondary vocational educators toward hypothetical labeled handicapped students under consideration for placement in regular vocational classes. Regular secondary vocational teachers from school districts in Southern Arizona were randomly assigned to six treatment conditions, two levels of behavioral description X three levels of labeled conditions. The purpose of the research was to examine the impact of a labeled condition and varying behavioral descriptions of a tenth grade male student on the initial expectations of the teachers in the study. Teachers responded to a questionnaire concerning the child that contained four subscales: (1) academic potential, (2) behavioral qualities, (3) teacher's appraisal, and (4) stereotype. Results indicated that the labels EMR and LD and behavioral descriptions had significant impact on the initial judgments of teachers. Implications of the findings of the study are discussed. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Children with disabilities -- Vocational education. | en_US |
| dc.subject | Vocational teachers -- Attitudes. | en_US |
| dc.subject | Teachers -- Attitudes. | en_US |
| dc.subject | Mainstreaming in education. | en_US |
| dc.title | THE INITIAL EXPECTATIONS OF SECONDARY VOCATIONAL EDUCATORS TOWARD MAINSTREAMED HANDICAPPED STUDENTS | en_US |
| dc.type | text | en_US |
| dc.type | Dissertation-Reproduction (electronic) | en_US |
| dc.identifier.oclc | 7430590 | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | doctoral | en_US |
| dc.identifier.proquest | 8100008 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Special Education | en_US |
| thesis.degree.name | Ph.D. | en_US |
| dc.identifier.bibrecord | .b13383644 | en_US |
| refterms.dateFOA | 2018-06-29T22:27:49Z | |
| html.description.abstract | This study examined the initial expectations of secondary vocational educators toward hypothetical labeled handicapped students under consideration for placement in regular vocational classes. Regular secondary vocational teachers from school districts in Southern Arizona were randomly assigned to six treatment conditions, two levels of behavioral description X three levels of labeled conditions. The purpose of the research was to examine the impact of a labeled condition and varying behavioral descriptions of a tenth grade male student on the initial expectations of the teachers in the study. Teachers responded to a questionnaire concerning the child that contained four subscales: (1) academic potential, (2) behavioral qualities, (3) teacher's appraisal, and (4) stereotype. Results indicated that the labels EMR and LD and behavioral descriptions had significant impact on the initial judgments of teachers. Implications of the findings of the study are discussed. |
