Relationship of presage, context, and process variables to ALT-PE of elementary level mainstreamed students

E. W. Vogler, Hans Van Der Mars, P. Darst, B. Cusimano

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Classroom processes were analyzed to study the effectiveness of mainstreaming in physical education. Thirty teachers and 30 mainstreamed handicapped students were videotaped in elementary school P.E. classes. Data on their classroom behavior were coded using standard systematic ALT-PE ''effective teaching'' observation practices. There were many favorable classroom processes to indicate that mainstreaming was a good context for both handicapped and nonhandicapped students (e.g., comparable ALT-PE percentages and a more positive than negative interaction between teacher and student). Variables most predictive of ALT-PE were interruptions in class and whether a teacher was itinerant or not.

Original languageEnglish (US)
Pages (from-to)298-313
Number of pages16
JournalAdapted Physical Activity Quarterly
Volume7
Issue number4
StatePublished - 1990

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Disabled Persons
Students
Physical Education and Training
Teaching
Observation

ASJC Scopus subject areas

  • Health Professions(all)
  • Physical Therapy, Sports Therapy and Rehabilitation

Cite this

Relationship of presage, context, and process variables to ALT-PE of elementary level mainstreamed students. / Vogler, E. W.; Van Der Mars, Hans; Darst, P.; Cusimano, B.

In: Adapted Physical Activity Quarterly, Vol. 7, No. 4, 1990, p. 298-313.

Research output: Contribution to journalArticle

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