Effects of Labels and Competence on Teachers' Attributions for a Student. [Report No.: IRLD-RR-43

Autor/inn/en	Algozzine, Bob; Stoller, Laura
Institution	Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Titel	Effects of Labels and Competence on Teachers' Attributions for a Student. [Report No.: IRLD-RR-43
Quelle	(1980), (24 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Competence; Disabilities; Elementary Education; Expectation; Labeling (of Persons); Mathematics; Teacher Attitudes + Suchen Sie Ihr Suchwort? Kompetenz; Handicap; Behinderung; Elementarunterricht; Expectancy; Erwartung; Labeling-Ansatz; Mathematik; Lehrerverhalten
Abstract	The extent to which 46 special education teachers judged the mathematics performance of a fourth grader to be a function of his handicapping condition and/or his competence was evaluated. A videotape presentation and brief case study were reviewed and teachers were asked the extent to which various attributes were influential in the child's performance. Difficulties were indicated for both labels and levels of competence. Results indicated that competence was a more powerful influence with regard to attributions for academic behavior than labels assigned. Teachers felt that the child's future performance would be similar to his past performance, which could be beneficial (as when success breeds success) or harmful (as when teachers may be unwilling to alter their expectations in light of contradictory performance). (Author/CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01