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Title: Relationships between different staffing models, context variables, and social climate in special classes for children with psychosocial disorders
Author: Armstrong, James Richard
ISNI:       0000 0001 3428 3705
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1985
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In the mid-1970's different staffing models began to be employed extensively in special education classes, particularly for children with psychosocial disorders. These models include teacher with an aide, teacher with child care worker, and two teachers together. To explore the effects of introducing staffing models into classrooms, staff and student perceptions of social climate were surveyed. Four aspects of staffing models were formulated as the basis on which climate variation w~th staffing model was expected: number of staff per classroom, different roles of staff positions, different role approaches, and relative .) status of different types of staff. An extensive survey of one hundred and twenty-five classes located in Ontario, Canada, indicated only very limited relationships between staffing model and responses to the Classroom Environment Scale. Several context variables related to student, staff and organizational characteristics of classes ·also were compared with the staffing model/climate relationship. Only student age was found to be related to classroom climate to any substantial extent. Qualitative data reported by classroom staff, 'primarily on approaches to organization of the class and on quality of working relationships, also were examined and found not to be related to a significant degree to classroom climate. The results of the survey are discussed in terms of the possibilities and limitations of staffing model and similar changes in the special education classroom context.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Teaching disturbed children