The Biasing Effects of Labels on Direct Observation by Preservice Teachers

Autor/inn/en	Allday, R. Allan; Duhon, Gary J.; Blackburn-Ellis, Sarah; Van Dycke, Jamie L.
Titel	The Biasing Effects of Labels on Direct Observation by Preservice Teachers
Quelle	In: Teacher Education and Special Education, 34 (2011) 1, S.52-58 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406410380422
Schlagwörter	Preservice Teachers; Intervals; Observation; Teacher Educators; Labeling (of Persons); Time on Task; Student Behavior; Bias; Behavior Problems; Attention Deficit Hyperactivity Disorder; Academically Gifted; Video Technology; Student Characteristics; Disabilities + Suchen Sie Ihr Suchwort? Beobachtung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Labeling-Ansatz; Zeitaufwand; Student behaviour; Schülerverhalten; Handicap; Behinderung
Abstract	Observational bias can significantly affect results attained through observation. This study focused on 122 preservice teacher educators who conducted a structured observation, using momentary time sampling procedures with 10-second intervals, to measure student on-task and off-task behaviors. The experimental variable altered was the exceptionality label of the observed student to determine if the label would have a biasing effect. Labels used were oppositional defiant disorder, attention deficit hyperactivity disorder, and gifted/talented. Results suggest that an exceptionality label (i.e., oppositional defiant disorder) significantly affects observed behavior. Practical implications of the study are discussed. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10