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Biomedical subjects

B Algozzine

Publications and source records attributed to B Algozzine.

At least 19 recordsLinked to original sources
PubMed1991

Teacher competency testing: what are special education teachers expected to know?

Teacher competency testing (TCT) is a current manifestation of education reform; 48 of the 50 states are actively planning or implementing teacher testing programs, and 25 (plus the District of Columbia) are developing or administering tests in specific subject areas to include special education. This article presents the results of a nationwide survey that addressed TCT in special education. Responses were collected from 46 states and the District of Columbia. Analyses of results revealed that states vary in their use of teacher competency tests and that specific special education teacher competency tests are used or being actively studied in about half the states. Implications for the practice of special education are provided.

Certification↗
PubMed1990

Teacher competency testing: what teachers of students with LD need to know.

In 1964, North Carolina became the first state to enact a testing program for initial certification of teachers. Today, almost all states and the District of Columbia are actively planning or implementing teacher testing programs; six are administering tests in the specific area of learning disabilities. The objectives and content areas of knowledge included in competency testing programs within this specialized area of teacher competence were analyzed, and comparisons were completed across knowledge areas and among states. In general, much similarity exists in what teachers of students with learning disabilities in different states are expected to know. This information represents a strong foundation for planning, implementing, and evaluating training programs for all teachers.

Certification↗
PubMed1990

Prison adjustment of youthful inmates with mental retardation.

Adaptation of young inmates with and without mental retardation to prison regime was examined. The mean number of disciplinary reports received across five categories of infractions were compared. Differences were evaluated with one-way analysis of variance and follow-up tests. Results indicated that (a) youthful mentally retarded and nonretarded prison inmates did not adjust to incarceration in a similar manner and (b) behavior in prison was significantly different across certain measures by group. Inmates with mental retardation demonstrated poor overall adjustment in prison.

Adaptation, Psychological↗
PubMed1978

A comparison of the disturbingness of behaviors related to learning disability and emotional disturbance.

Behaviors thought to be characteristic of emotional disturbance or learning disabilities were investigated through ratings of teachers with regard to the relative disturbingness of the behaviors. Obtained differences suggested that behaviors characteristic of emotional disturbance were rated as more disturbing than those of learning disabilities; differences within sets of characteristic behaviors were also indicated. Results are discussed with regard to implications for teacher expectancies and labeling research.

Adult↗
PubMed1977

The emotionally disturbed child: disturbed or disturbing?

The notion that a child's behavior may be more "disturbing" than disturbed has been of interest to educators of behaviorally deviant children. Behavior indicative of deviance in child was studied with respect to the relating degree of "disturbingness" which each was judged to reflect. Four factor dimensions of disturbingness were identified and discussed with regard to future research and educational implications.

Affective Symptoms↗
PubMed1977

The effects of a seven day camping experience on volunteer student counselors.

An investigation of the effects of a seven-day camp experience with disturbed adolescents on approximately sixty undergraduate "camp counselors" was conducted. Measures of the types of reinforcement preferred and used as well as an overall attitude toward disturbed adolescents were obtained and evaluated. The results indicated that the student counselors did not use the type of reinforcement that they felt was most important and they did not change their attitudes toward disturbed adolescents as a result of experience. The limitations of the study are discussed as well as some suggestions for future research into practicum sites for programs training teachers of the severely disturbed.

Adolescent↗
PubMed1975

Facial attractiveness and personal-social development.

The relationship between physical attractiveness and personal-social development was examined. The entire third, fourth, and fifth grade school population (N=440) was administered a self-concept and peer acceptance measure. School pictures of these children were then rated into attractive and unattractive groups (N = 84). Three separate three-factor (sex X attractiveness X grade) analyses of variance indicated attractive children were more socially accepted than their unattractive peers and had higher self-concepts.

Beauty↗