Feldman D, Altman R
Am J Ment Defic. 1985 Jan;89(4):345-51.
The effects of a teacher personality construct (abstract vs. concrete conceptual system) and two pupil variables (race, school behavior) on 454 regular classroom teachers' attitudes toward mainstreaming were determined. Following administration of the Conceptual Systems Test, teachers were randomly assigned a profile of a mildly mentally retarded student that held pupil IQ and school achievement constant while varying pupil's race and school behavior. Subjects responded on an integration inventory comprised of three subscales: social-psychological classroom environment, self-actualization, and classroom cohesiveness. Results revealed a significant main effect on the behavior variable and a significant Personality X Race interaction on all inventory dimensions, suggesting that these teachers perceived maladaptive behavior of mainstreamed retarded students as a significant threat to a conducive instructional atmosphere and the capability of nonretarded students to achieve to their potential. These results have implications for inservice training for teachers based on the pupil race and teacher conceptual system findings.
研究确定了教师人格结构（抽象与具体概念系统）以及两个学生变量（种族、学校行为）对454名普通课堂教师主流化态度的影响。在进行概念系统测试后，教师们被随机分配了一名轻度智力迟钝学生的资料，该资料保持学生智商和学业成绩不变，同时改变学生的种族和学校行为。受试者在一份由三个分量表组成的融合量表上作答：社会心理课堂环境、自我实现和课堂凝聚力。结果显示行为变量有显著的主效应，且在所有量表维度上人格与种族存在显著交互作用，这表明这些教师认为主流化的智障学生的适应不良行为对有利的教学氛围以及非智障学生发挥其潜力的能力构成了重大威胁。基于学生种族和教师概念系统的研究结果，这些结果对教师在职培训具有启示意义。
