McKenzie R G
Department of Teacher Education, Western Kentucky University, Bowling Green, KY 42101.
J Learn Disabil. 1991 Oct;24(8):467-70. doi: 10.1177/002221949102400804.
The provision of core content coursework instruction by secondary learning disability (LD) teachers has increased dramatically in recent years. This article describes the results of a study that compared the perceptions of 48 LD content teachers and 45 basic skills teachers concerning (a) their relationship with the mainstream, (b) curricular structure, (c) instructional methodology, and (d) the behavioral characteristics of their students. Differences in the teachers' judgements were evaluated by t tests. Results indicated that, despite pronounced differences in caseloads and class sizes, the two groups are very similar in how they evaluate their instructional emphases. The data also indicate that the groups differ not so much in how they teach as in how they perceive their interactions and their students' with the mainstream.
近年来，中学学习障碍（LD）教师提供核心内容课程教学的情况大幅增加。本文描述了一项研究的结果，该研究比较了48名学习障碍内容教师和45名基础技能教师对以下方面的看法：（a）他们与主流教育的关系，（b）课程结构，（c）教学方法，以及（d）他们学生的行为特征。通过t检验评估了教师判断的差异。结果表明，尽管在工作量和班级规模上存在显著差异，但两组教师在评估教学重点的方式上非常相似。数据还表明，两组教师的差异不在于教学方式，而在于他们如何看待自己与主流教育的互动以及学生与主流教育的互动。
