Master's Theses

Department

Advanced Education Programs

Degree Name

Master of Science (MS)

Abstract

This research involved 21 special education teachers who were determined to be field dependent or field independent and as having internal or external locus of control. The subjects were videotaped during a special education practicum session. The tapes were later reviewed to classify each subject's use of questioning styles and feedback techniques. The results of the tally were used to determine significance of interactions between field dependent teachers and field independent teachers who have internal or external locus of control. The results of this research showed that special education teachers who were field dependent did not differ significantly from special education teachers who were field independent in the use of questioning styles and feedback techniques. Special education teachers who had internal locus of control did differ significantly from special education teachers who had external locus of control in the use of praise and affirmation feedback techniques. Special education teachers who were either field dependent or independent and had internal or external locus of control did significantly differ in the use of choice questioning styles when compared with special education teacher with differing cognitive processes.

Keywords

Special Education

Advisor

Elaine Beason

Date of Award

Summer 1982

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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