Bender W N, Vail C O, Scott K
University of Georgia, Athens 30621.
J Learn Disabil. 1995 Feb;28(2):87-94, 120. doi: 10.1177/002221949502800203.
To investigate the types of instructional strategies offered in mainstream classes, we asked 127 mainstream teachers in Grades 1 through 8 to complete a self-evaluation concerning instructional strategies used in their general education classes. Also, each teacher completed questionnaires concerning their attitudes toward their own efficacy and toward mainstreaming. ANOVAs comparing teachers with positive attitudes toward mainstreaming and teachers with less positive attitudes indicated that the teachers with less positive attitudes used effective mainstream instructional strategies less frequently. Implications of these results in terms of recent educational initiatives resulting in increased inclusion programs are discussed.
为了调查主流课堂中所采用的教学策略类型，我们要求127名1至8年级的主流教师就其在普通教育课堂中使用的教学策略进行自我评价。此外，每位教师还完成了关于他们对自身效能感以及主流化态度的问卷。对主流化持积极态度的教师和持较不积极态度的教师进行的方差分析表明，持较不积极态度的教师较少使用有效的主流教学策略。本文讨论了这些结果对于近期导致融合教育项目增加的教育举措的影响。
