An Investigation of Teacher Perceived Instructional Problems: Indicators of In-Service Training Needs for Teachers of the Educable Mentally Retarded. Special Report.

Autor/inn/en	Meyen, Edward L.; Carr, Donald L.
Institution	Iowa Univ., Iowa City. Special Education Curriculum Development Center.
Titel	An Investigation of Teacher Perceived Instructional Problems: Indicators of In-Service Training Needs for Teachers of the Educable Mentally Retarded. Special Report.
Quelle	(1968), (150 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Problems; Educational Problems; Exceptional Child Research; Instructional Materials; Mild Mental Retardation; Special Classes; Special Education Teachers; State Surveys; Teacher Attitudes; Teaching Methods; Iowa + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Special class; Sonderklasse; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The study was undertaken to assess instructional problems perceived by special class teachers, the results of which would serve as a basis for the development of materials for use in the statewide in-service training sessions for teachers of the educable mentally retarded conducted by the Iowa Special Education Curriculum Development Center. To identify topics relevant to levels of instruction and to specify the significance of each problem according to a rank order, a survey instrument was designed to discover both general and specific instructional problems and variables which influence the nature of those problems. Three dimensions of each problem were assessed - methodology, appropriateness of instructional task, and availability of classroom materials and ideas for activities. Descriptive data and findings are based on replies from 481 teachers of the EMR (89% of such teachers in the state). In general, seat work, social studies materials and activities, and reading methods and materials ranked as the most difficult areas; least difficulty was experienced in use of psychological information, special subjects, understanding pupil characteristics, and pupil evaluation. The most meaningful variable was age level of the class. (KW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC