The effect of additional special physical education and mainstreaming knowledge and skills on preservice elementary educators' attitudes toward physical education with handicapped and nonhandicapped children Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/2v23vw780

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  • The main purpose of this study was to examine the influence of additional content from areas of mainstreaming and adapted physical education on preservice elementary educators attitudes toward teaching nonhandicapped and handicapped children in elementary physical education. To achieve this goal (a) an instrument was constructed to assess the attitudes of preservice elementary educators toward teaching physical education to handicapped and nonhandicapped children, and (b) an experiment was devised to influence the attitudes of the treatment groups. The Elementary Major's Attitude Toward Handicapped Scale (EMATH) was validated utilizing a jury panel and the method of equal-appearing intervals (Edwards, 1957). Twenty items were matched for cell placement to provide a .74 split-half reliability coefficient adjusted by the Spearman-Brown Prophecy Formula (Gay, 1981). Sixty-four randomly selected elementary majors involved in student teaching, participated in the treatments. The main effects of school, group, and treatment were statistically analyzed using a three way analysis of covariance in a pretest-posttest design. As a result of the empirical findings of this study, the following conclusions were stated regarding development of positive attitudes in preservice elementary educators toward teaching physical education with handicapped and nonhandicapped children. 1. The application of cooperative learning rationale and models across curriculum lines help preservice elementary educators hold more favorable attitudes toward teaching physical education to handicapped and nonhandicapped children. 2. Provisions for preservice elementary educators to experience limited-direct contact with handicapped children was most advantageous for the acquisition of positive attitudes toward teaching physical education to handicapped and nonhandicapped children.
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2013-05-30T15:45:59Z (GMT) No. of bitstreams: 1 HarmonGeraldR1989.pdf: 1773283 bytes, checksum: b04f27c5f8acd43fee8751136b68eb1a (MD5)
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