Teacher attitudes toward low achieving children and their effects of the implementation of the third characteristic of the mediated learning experience, meaning

Author

Lisa A. Chase

Date of Award

8-1990

Degree Type

Thesis

Degree Name

Master of Science

Major

Education

Major Professor

Katherine H. Greenberg

Committee Members

Susan Benner, Olga Welch

Abstract

The study examines the possible existence of relationships between teacher attitudes toward low achieving children and teacher's use of the variables of the Mediated Learning Experience (MLE) related to the sharing of meaning (subjective meaning, objective meaning, affective meaning, contingent responsivity, and praise and encouragement). The study included 132 subjects. Twelve teacher subjects, serving grades K-3, in a rural elementary school and 120 student subjects, grades K-3. Data collection involved the use of a teacher attitude scale and video tapes of teacher student interaction. Non-parametric tests (Analysis of Variance, Spearman Correlation Coefficients, Kendall Tau B, and the Wilcoxon) were used to statistically analyze the data. The findings of the study revealed teacher attitudes toward low achieving children, in the moderate to high range, may predict teacher use of the MLE variables related to the sharing of meaning. High use of the variables, as found in the study, may indicate that teachers trained in MLE are able to mediate on a high level to both low and high achieving children. In conclusion, MLE teacher training and the methodologies of MLE may provide the non-prejudicial methods of teaching felt to be necessary for the successful implementation of the concept of mainstreaming.

Recommended Citation

Chase, Lisa A., "Teacher attitudes toward low achieving children and their effects of the implementation of the third characteristic of the mediated learning experience, meaning. " Master's Thesis, University of Tennessee, 1990.
https://trace.tennessee.edu/utk_gradthes/12620