1. Background Information
 

Author(s)	Larivee, Barbara
Title	Effect of inservice training intensity on teachers' attitudes toward mainstreaming.
Source	Exceptional Children, 48, 34 - 39.
Year	1981

2. Abstract

This study was conducted to assess the impact of varying degrees of inservlce training on non-special education teachers' attitudes toward the mainstreaming of handicapped students. Using a 30-item opinionnaire, constructed by the method of summated ratings, three groups of regular classroom teachers were compared: 1) a random sample which received no training, 2) a group receiving monthly training sessions throughout the school year, and 3) a group receiving intensive inservice training over a one-year period. Training for the two treatment groups addressed the general areas of behavior modification, diagnostic-prescriptive teaching, individualization of instruction, and teaching and learning styles.

A one-way ANOVA and comparisons of mean attitude scores revealed that the intensive training group held significantly more positive attitudes than either of the other two groups. Differences were greatest on scale factors dealing with general philosophy of mainstreaming, academic and social growth of the handicapped child, and perceived ability to teach special needs students.

3. Null hypothesis, - level and sample size per group

Ho: There is no difference in attitude toward mainstreaminq among teachers who have had no inservice training (A), those who have had moderate training (B), and those who have had intensive training (C).

The   level was not pre-stated. The ANOVA F-ratio was significant at the .003 level.

Sample size:

Group A (no training) = 933
Group B (moderate training) = 118
Group C (intensive training) = 20

4. Independent and dependent variables.

Independent: Amount of inservice training

Dependent: Attitude toward mainstreaming of special needs children
 

5. Instrument, briefly comment on its reliability and validity.

The attitude scale was constructed by the method of summated ratings. Initially, eight dimensions of teacher attitude toward the mainstreaming of handicapped students were hypothesized. A minimum of five items was generated for each factor resulting in an original scale of 41 items requiring respondents to indicate thc extent of their agreement with each statement on a 5-point Likert type scale.

An item-analysis was performed (apparently on posttest results, although the origin of the data Ñ-as not reported) and those items with itemscale correlation coefficients below .3 were deleted. The split-half reliability of the resulting 30 item scale was found to be .92, as determined by the Spearman-Brolin reliability coefficient.

6. Experimental Procedure (brief)

The control group consisted of regular classroom teachers (K-12) representing urban, suburban, and rural areas of New England. Selected using a multistage random sampling process, the sample was weighted two to one in favor of elementary teachers. The time at which this sample was administered the opinionnaire was not indicated.

The method of selection for the sample which received moderate training (Group B) was not described. This group attended eight 2 hour training sessions, on a monthly basis, which addressed the general areas of behavior modification, diagnostic-prescriptive teaching, individualization of instruction, and teaching and learning styles.

The intensive training group, selected three-member teams from 14 schools, participated in a daily 6 week summer workshop followed by weekly seminars, planning sessions, and regular classroom visitation and demonstration over the school year.

7. Statistical analysis and conclusion.

Mean percentages and standard deviations by item were computed and compared (test used was not reported), showing differences among the three groups on three of the five factors: (1) general philosophy of mainstreaming; (2) academic and social growth of the special needs child; and (3) perceived ability to teach special needs children.

A one-way ANOVA comparing degree of training with mean attitude scores found significant differences between the intensive training group and the random sample and between intensively trained teachers and moderately trained teachers.

It was concluded that increased experience and contact with special needs students as well as knowledge attainment and specific skill acquisition result in the formation of more positive attitudes toward mainstreaming.

8. If you were the researcher, how would you improve the study? (Be specific)

A prior study using the same or a similar scale was mentioned, but it is unclear whether the validation of the questionnaire was performed then. As the article is written, it appears that validation occurred post hoc in this study. A pilot test and further refinement of the scale prior to its use would have been more appropriate.

A pretest of teacher attitudes, easy enough to administer in a project this large, would have been helpful in determining changes in attitude, especially since the two treatment groups appear to have been hand-picked while the control group was a random sample.

Finally, thc sample sizes vary so greatly, one has to view the use of the ANOVA with less than confidence. A better approach would be to keep the sample sizes roughly equivalent assuring the suitability of using the ANOVA procedure.