Use of Incentive Structure in Mainstream Classes

The incentive structures existing in 22 mainstream classes enrolling 31 triads of students labeled as low achieving, average achieving, and learning disabled (LD) were observed on 10 occasions. Results indicated that incentive structures were composed of two components, which were labeled academic e...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 1995-09, Vol.89 (1), p.52-57
Main Authors: Kastner, Joan, Gottlieb, Barbara W., Gottlieb, Jay, Kastner, Sheldon
Format: Article
Language:English
Subjects:
Academic Ability
Academic Achievement
Academic learning
Biological and medical sciences
Black Students
Children
Disabilities
Elementary School Students
Hispanic Americans
Incentives
Intermediate Grades
Labeling (of Persons)
Learning Disabilities
Low academic achievement
Low Achievement
Mainstreaming
Medical sciences
Minority Group Children
Observational research
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Regular and Special Education Relationship
Resource room programs
Special education
Special education. Orthophony
Special needs students
Student Motivation
Student Participation
Teacher Expectations of Students
Teacher Response
Teacher Student Relationship
Teachers
Treatments
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Summary:The incentive structures existing in 22 mainstream classes enrolling 31 triads of students labeled as low achieving, average achieving, and learning disabled (LD) were observed on 10 occasions. Results indicated that incentive structures were composed of two components, which were labeled academic engagement and behavioral management. Also, students labeled as LD engaged in intermediate amounts of content-related processes relative to students labeled as low and average achievers, but teachers engaged in more behavioral management with students labeled as LD than with either of the other two groups. The data are discussed in terms of different patterns of behavior among students labeled as LD and low achieving and their implications for classification of children for special education.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.1995.9941193