Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Lane, K. L.
Right arrow Articles by Givner, C. C.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Lane, K. L.
Right arrow Articles by Givner, C. C.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Secondary Teachers' Views on Social Competence

Skills Essential for Success

Kathleen Lynne Lane

Vanderbilt University

Melinda R. Pierson

California State University, Fullerton

Christine C. Givner

California State University, Los Angeles

The purpose of this study was to examine secondary teachers' expectations of student behavior, to identify differences and similarities between middle and high school teachers, as well as between general and special education teachers. Teachers (N = 240) identified which of 30 social skills were essential for classroom success. Results indicated that while middle and high school teachers are relatively similar in their expectations regarding cooperation and self-control skills, they have different opinions about the importance of assertion skills. However, none of the assertion items was rated by the majority of respondents as critical for success by any of the subgroups (program type, secondary level). Findings also indicated that secondary level and program type were associated with the importance placed on assertion skills. These variables, as well as credential status, were also associated with teachers' ratings about cooperation skills. Implications for prereferral interventions, inclusive programming, and transitioning from middle school to high school are discussed.

The Journal of Special Education, Vol. 38, No. 3, 174-186 (2004)
DOI: 10.1177/00224669040380030401
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Remedial and Special EducationHome page
L. J. Kortering, T. W. McClannon, and P. M. Braziel
Universal Design for Learning: A Look at What Algebra and Biology Students With and Without High Incidence Conditions Are Saying
Remedial and Special Education, November 1, 2008; 29(6): 352 - 363.
[Abstract] [PDF]

Home page
 Journal of Emotional and Behavioral DisordersHome page
K. L. Lane, J. Robertson Kalberg, R. J. Parks, and E. W. Carter
Student Risk Screening Scale: Initial Evidence for Score Reliability and Validity at the High School Level
Journal of Emotional and Behavioral Disorders, September 1, 2008; 16(3): 178 - 190.
[Abstract] [PDF]