Barbara Larrivee

California State University, San Bernardino | CSUSB · Department of Education

This article describes the development, validation process, and construction of an instrument to assess a teacher’s level of reflection. It discusses the need for a commonly shared language to categorize the various levels involved in becoming a critically reflective teacher. The research design for the creation of the Survey of reflective practice...

Preparing teachers to be reflective practitioners is the goal embraced by most teacher education programs. Reflective practitioners infuse personal beliefs and values into a professional identity, resulting in the development of a deliberate code of conduct. They challenge assumptions and expectations that may limit their potential for tolerance an...

The traditional wisdom of teacher praise can be challenged on the grounds that it undermines development of values fundamental to a democratic society. Teacher praise discourages freedom of expression, creates dependency on the teacher, and promotes conformity by conditioning students to measure their worth by their ability to please others. This a...

This article proposes a framework for conceptualizing developing as a critically reflective teacher. The author posits that critical reflection is the distinguishing attribute of reflective practitioners. The term critical reflection as developed here merges critical inquiry, the conscious consideration of the ethical implications and consequences...

Historically, special education research has focused on placement and service-delivery options rather than on the broader school environment. In this study, we examined special education as an effort by schools to organize education for students with mild disabilities. To investigate which variations in how schools organize instruction account for...

This article provides supporting evidence for the use of a revised version of the Opinions Relative to Mainstreaming (ORM) scale. Analyses of data produced by a test of the revised scale, the Opinions Relative to Integration of Students with Disabilities (ORI), indicated satisfactory item characteristics and adequate reliability and homogeneity. In...

This Leader's Guide is part of a training package on classroom management strategies which attempts: (1) to provide an alternative to presently available texts and training programs that could be used by school personnel without expertise; (2) to provide comprehensive training for school personnel to meet the needs of a diverse student population b...

This study compared the peer acceptance of main-streamed elementary school students with that of their class peers of differing ability levels. In each classroom, a mainstreamed student and a student of low, average, and high ability, defined in terms of reading-group placement, were selected randomly. To assess peer acceptance, a sociometric scale...

This article summarizes the results of a longitudinal study designed to identify teaching practices associated with desired outcomes for mildly handicapped students educated in regular classroom settings. The research represents an attempt to extend process/product research findings to the education of mainstreamed students by providing a research...

The final phase of a study investigating effective teaching behaviors for mainstreamed students involved 118 elementary teachers. Teachers provided information on mainstreamed students and a sample of students was randomly selected to represent classification categories (learning disabilities, behavior disorders, speech impairments, and hearing imp...

941 regular classroom teachers were administered a scale designed to assess attitude toward mainstreaming. To determine the underlying dimensions of teacher attitude, a factor analysis of the intercorrelations of the items was conducted. Five dimensions accounted for 52.4% of the variance: (a) Attitude Toward Mainstreaming, (b) Classroom Behavior,...

Twelve elementary teachers deemed successful with mainstreamed handicapped and regular students were observed, interviewed, their daily records examined, and assessed by self-report to measure 74 teacher variables. Results suggested a tentative profile of teachers effective with mainstreamed students. (CL)

The purpose of this study was twofold: (1) to examine the factor structure of behavior exhibited in the regular classroom in order to provide a conceptual framework for classifying problem behavior relevant to the classroom setting, and (2) to determine the extent to which the factors generated from ratings of regular classroom children are similar...

The purpose of this study was to determine whether degree of inservice training would impact on the regular classroom teacher's attitude toward mainstreaming. Three groups of regular education teachers were compared: (a) a random sample; (b) a group attending monthly inservice training sessions during the school year; and (c) a group receiving inte...

The purpose of this study was to explore the efficacy of a teacher behavior rating instrument for identifying special needs students. Using a modified form of theDevereux Elementary School Behavior Rating (DESB)Scale 35 kindergarten through grade 6 regular classroom teachers completed ratings on all of their 876 students. Subsequently, extensive ap...

This paper reviews accumulated research pertinent to the issue of modality preference as a method for differentiating beginning reading instruction. Research is considered here in the following categories: Studies providing differential instruction based on modality preference; related studies comparing auditory and visual modes as mediational chan...

This investigation determines if teacher ratings of students' classroom behavior would be influenced by the format of the instrument. Six elementary school teachers completed dual ratings of 119 students on the Devereux Elementary School Behavior Rating Scale (DESB). The DESB scale was used in its original individually administered format and in an...

The purpose of this study was to generate normative data by grade and sex to accompany behavior rating scales. Teachers rate 483 boys and girls in Grades 1 through 4. The findings suggest rating scales be re-examined since norms by grade level and sex may be desirable attributes.

An attitude scale was constructed using the method of summated ratings. The scale was used to investigate the effect of selected institutional variables on the attitude of the regular-classroom teacher toward mainstreaming special-needs children. The scale was administered to a sample of nearly 1,000 public school teachers in the 6 New England stat...