Relationship between an inservice program, teacher personality, and teacher beliefs in working with learning disabled adolescents in the regular classroom

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1979

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Because of the impact of federal legislation concerning the handicapped, this study investigated the measurement of teacher attitudes and beliefs and participation in an inservice program as predictors in helping the learning disabled adolescent in the regular classroom. Answers to the following questions were sought: 1. Will teachers score significantly higher on a cognitive inservice test after an inservice program? 2. Will teachers evaluate learning disabled adolescents more favorably on a Semantic Differential Rating Scale after an inservice program? 5. Will teachers have a lower difference score between the ratings of an average junior high student and a learning disabled junior high student on the Semantic Differential Rating Scale after an inservice program? 4. Will teachers evaluate the affective components of the inservice program as more effective than the cognitive components of the inservice program in understanding and helping the learning disabled adolescent in the regular classroom? 5. Will there be a significant relationship between particular teacher belief dimensions on the questionnaire concerning Teacher Conceptions of the Educative Process, the Dogmatism Scale, performance on a cognitive inservice test, and measures of implementation in assisting the learning disabled adolescent in the regular classroom? Subjects for the study were forty-five teachers in a junior high school in a suburban school district. The Dogmatism Scale, Teacher Conceptions of the Educative Process questionnaire, Semantic Differential Scale, a cognitive inservice test, and an inservice assessment form were administered. The treatment consisted of a one-day inservice program. After the inservice, three separate counts were made of the teachers' utilization of services provided by the support program, and three student evaluations rating the support program were made. To assess pretest and posttest differences on the cognitive inservice tests and the Semantic Differential Scales, t-tests were used. The t-test was also used to assess the differences between the cognitive and affective scales on the inservice assessment form. A Pearson-product moment correlation analysis was used to determine the relationship between the independent variables and the dependent variables. In addition, a multiple regression analysis was used to further interpret these findings. [...]

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