Effects of Labeling and Teacher Certification Type on Recall and Conflict Resolution

Autor/inn/en	Ayers, Jane M.; Krueger, Lacy E.; Jones, Beth A.
Titel	Effects of Labeling and Teacher Certification Type on Recall and Conflict Resolution
Quelle	In: Journal of Educational Research, 108 (2015) 6, S.435-448 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.909767
Schlagwörter	Teacher Certification; Recall (Psychology); Attention Deficit Hyperactivity Disorder; Labeling (of Persons); Disabilities; Conflict Resolution; Teacher Education; Special Education; General Education; Behavior Problems; Teaching Methods; Classroom Techniques; Teacher Student Relationship; Prior Learning; Graduate Students; Vignettes; Questionnaires; Symptoms (Individual Disorders); Mediation Theory; Task Analysis; Statistical Analysis + Suchen Sie Ihr Suchwort? Abberufung; Labeling-Ansatz; Handicap; Behinderung; Conflict solving; Konfliktlösung; Konfliktregelung; Lehrerausbildung; Lehrerbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Vorkenntnisse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fragebogen; Psychiatrische Symptomatik; Mediationsverfahren; Aufgabenanalyse; Statistische Analyse
Abstract	Understanding how labels and prior training affect teachers of students with a disability is a step toward creating effective educational environments. Two goals of the present study were to examine how teacher training (special education vs. general education training) and labeling of students (either as having attention deficit hyperactivity disorder or not) affected teachers' memory attributes of a hypothetical student, and to identify whether teacher training and label type influenced how they would respond in a student-initiated conflict. The results suggest that the presence or absence of a label affected general education teachers, with these teachers recalling a greater proportion of hindering behaviors when no label was provided. However, independent of labeling condition, general education teachers tended to endorse a mediation approach when compared to special education teachers. Findings of this study inform educators' present knowledge about disability training in regard to certification training type and the use of labels. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01