Abstract
The responses of 209 youngsters in 11 programs for students with emotional and/or behavioral disorders (E/BD) were examined regarding their perceptions of four trait categories of so-called good teachers: Personality Traits, Respectful Treatment of Students, Behavior Management Practices, and Instructional Skills. Results demonstrated that African-American students perceived Personality Traits and Respectful Treatment of Students as being more important than their white counterparts; females felt that all four of the trait configurations were more important than their male counterparts felt they were; and as the age of students increased, each of the four trait configurations was viewed as being less important. Implications for practice and future research are discussed.
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