Margaret E. Shippen
Margaret M. Flores
Auburn University Steven A. Crites
Northern Kentucky University DaShaunda Patterson
Michelle L. Ramsey
David E. Houchins
Kristine Jolivette
Georgia State University
The purpose of this study was to investigate the differential classroom structure and efficacy reported by general and special educators at the elementary and secondary level. General and special educators (n = 774, return rate of 37%) from a large school district in the southeast US participated in the study. The participants completed a modified version of the Bender Classroom Structure Questionnaire in order to determine their use of cognitive strategies, management strategies, and individualized instructional strategies. In addition, the teachers completed a modified version of the Teacher Efficacy Scale to probe their efficacy in serving students with disabilities. A Multivariate Analysis of Variance (MANOVA) was conducted to determine level of variance within and between participants. Findings indicate differences in classroom structure between elementary and secondary settings and that special and general educators differed in their instructional practices. ( Full Journal…)