The purpose of this exploratory study was to ascertain selected attitudes, characteristics, and instructional behaviors of teachers implementing home economics programs for physi cally handicapped students. Twenty‐six teachers employed in fifteen public day or residential schools in six Midwestern states made up the deliberate sample. Data were collected by observation, questionnaires, and selected attitudinal and knowledge devices. On the Analysis of Teaching Instrument, teachers scored highest on items which involved students in the learning process, provided a combination of activities, and exhibited concern for their pupils. Less experienced teachers tended to score higher on the Analysis of Teaching Instrument and the Ambiguity Tolerance Scale, whereas more experienced teachers scored higher on the Attitude Toward Disabled Persons Scale. While teachers considered knowledge of handicap ping conditions and contact with disabled persons important, they did not score high on instruments which measured these characteristics; they did score high on the attitudinal device. Results suggest that teachers of mainstreamed classes need to have a command of the subject matter presented, basic knowledge of handicapping conditions, and training which includes experiences that foster realistic, positive attitudes by working with and teaching handicapped students.
The purpose of this research was to examine possible relationships of attitudes of secondary students toward family planning education and selected variables of sex, age, religion, occu pation of mother, and occupation of father. Subjects included 735 secondary students, 490 female and 245 male, from Family Living classes in nine Midwestern rural and urban high schools. The instrument used in this study, Attitudes Toward Family Planning Education Scale, had reliabilities of .56 to .87 on the dimensions within the total scale. Data were analyzed using t‐tests, one‐way analysis of variance, and Scheffe range test. Findings indi cated that students were supportive of family planning education although females generally favored such education more than the males. As students matured and made normal progress through school, they had more favorable attitudes toward the concepts of family planning education. The students perceived their religion as providing a base of support for family planning education, and the higher the parents' occupational level, the more favorable were the students toward these concepts. Findings concerning relationships of variables to the dimensions will enable educators to develop more effective curricula for family planning education.
The effect of field‐dependence‐independence (FDI) on subject‐matter achievement and mastery of inquiry skills was explored using a partially balanced design. The field research was carried out using 12 intact classes in high schools in Iowa. No significant F values were found in the analysis of variance for either the main effects or the covariates: past achievement, teaching mode, and minutes of instruction. In addition, the regression of FDI on achievement was not significant for any classroom.
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