BorgW., KallanbackW., KelleyM., & LangerP. (1970). The mini-course: A microteaching approach to teaching education. Beverly Hills, California: MacMillan Educational Services.
2.
BrownL., & YorkR. (1974). Developing programs for severely handicapped students: Teacher training and classroom instruction. Focus on Exceptional Children, 6(2), 1–12.
3.
EdgarE., BakerS., HarperC., SwiftP., & MelsethS. (1976). An individualized inservice training program for teachers of the mentally retarded. Education and Training of the Mentally Retarded, 11, 77–80.
4.
HerbertB. (1975). The Active Response Inservice Training Method as a method for use with teachers and aides in public school programs for moderate to severely retarded students. (Doctoral dissertation, Michigan State University). Dissertation Abstracts International, 1976, 36, 599A. (University Microfilms No. 76-5568).
5.
HermanowiczH. (1968). Teacher education: An exploration of efforts and proposals for its improvement. Springfield, Ill.: Illinois Board of Higher Education. (ERIC Document Reproduction Service No. ED 030 589).
6.
HornerR. D. (1977). A competency-based approach to preparing teachers of the severely and profoundly handicapped: Perspective II. In SontagE. (Ed.), Educational programming for the severely and profoundly handicapped. Reston, Va.: Division on Mental Retardation, Council for Exceptional Children.
7.
JacksonP. W. (1965). The way teaching is. NEA Journal, 54(11), 10–13.
8.
JoyceB., HoweyK., & YargerS. (1977). Special education and teacher education. Special Education and Teacher Education, 1(1), 67–75.
9.
McBrideH. J. (1972). The differential effectiveness of two methods of training institutional attendants in the techniques of behavior modification. (Doctoral dissertation, Michigan State University). Dissertation Abstracts International, 1972, 33, 2200A. (University Microfilms No. 72-30, 007).
10.
MedleyD. (in press). Research in teacher effectiveness: How did we get here? In WalbergH. & PetersonP. (Eds.), Conceptions of teaching. Berkeley, California: McCutchan Publishing Corp.
11.
MedleyD., & MitzellH. (1963). Measuring classroom behavior by systematic observation. In GageN. L. (Ed.), Handbook of research on teaching. Chicago: Rand McNally & Co.
12.
MeyenE., & AltmanR. (1976). Public school programming for the severely/profoundly handicapped: Some researchable problems. Education and Training of the Mentally Retarded, 11, 40–45.
13.
SontagE., BurkeP. J., & YorkR. (1973). Considerations for serving the severely handicapped in the public schools. Education and Training of the Mentally Retarded, 8, 20–26.
14.
SnellM. E., TaylorK. G., & ThompsonM. S. (1978). The Active Response Inservice Model: A method of providing inservice to educators of the severely handicapped. In NelsonC. M. (Ed.), Field-based teacher training: Applications in Special Education. Minneapolis: Department of Psychoeducational Studies, University of Minnesota.
15.
StainbackS., StainbackW., & MaurerS. (1976). Training teachers for the severely and profoundly handicapped: A new frontier. Exceptional Children, 42, 203–210.
16.
WilcoxB. (1977). A competency-based approach to preparing teachers of the severely and profoundly handicapped: Perspective I. In SontagE. (Ed.), Educational programming for the severely and profoundly handicapped. Reston, Va.: Division on Mental Retardation, Council for Exceptional Children.
17.
BurkeD. A., & SnellM. E. (1971). An inservice technique to teach ward attendants how to give language development training to institutionalized retardates. Paper presented at the annual meeting of Michigan Speech and Hearing Association, Lansing, Mich.