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Competencies and Skills Required to Be an Effective Resource Teacher.
Peer reviewed Peer reviewed
Davis, William E. – Journal of Learning Disabilities, 1983
Resource teachers (N=420) in grades 1-12 identified 32 competencies for effective resource teachers including knowledge and skill in employing a variety of methods for teaching reading, ability to deal effectively with personal/professional frustrations, ability to communicate with parents, and knowledge and skill in behavior management…
Descriptors: Competence, Disabilities, Elementary Secondary Education, Resource Teachers
A Comparative Study of Resource Teacher Job Descriptions and Administrators' Perceptions of Resource Teacher Responsibilities.
Peer reviewed Peer reviewed
Friend, Marilyn; McNutt, Gaye – Journal of Learning Disabilities, 1987
Written job description information of 76 resource programs was compared with administrator perceived resource teacher job requirements in the areas of direct instruction, assessment, administration, and indirect service. Results indicated significant differences with far fewer responsibilities being formally described than informally perceived as…
Descriptors: Administrator Attitudes, Disabilities, Occupational Information, Resource Room Programs
Communication Skills Training for Resource Teachers.
Peer reviewed Peer reviewed
Robinson, Edward H., III; Brosh, Marguerite Click – Journal of Learning Disabilities, 1980
The authors discuss ways to improve teachers' affective interpersonal communication skills and review a study in which interpersonal communication skills were found to be an important aspect of special education resource teachers' overall effectiveness. (CL)
Descriptors: Communication Skills, Disabilities, Exceptional Child Research, Interpersonal Competence
Perceptions of Classroom Teachers, Principals, and Resource Room Teachers of the Actual and Desired Roles of the Resource Teacher.
Peer reviewed Peer reviewed
Evans, Susan – Journal of Learning Disabilities, 1981
The responses indicated considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. (Author)
Descriptors: Disabilities, Elementary Secondary Education, Principals, Resource Room Programs