Understanding Disproportionate Representation in Special Education by Examining Group Differences in Behavior Ratings

Autor/inn/en	Peters, Christina D.; Kranzler, John H.; Algina, James; Smith, Stephen W.; Daunic, Ann P.
Titel	Understanding Disproportionate Representation in Special Education by Examining Group Differences in Behavior Ratings
Quelle	In: Psychology in the Schools, 51 (2014) 5, S.452-465 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21761
Schlagwörter	Disproportionate Representation; Special Education; Hierarchical Linear Modeling; Racial Differences; Ethnicity; Gender Differences; Socioeconomic Status; Teacher Characteristics; Predictor Variables; Teacher Attitudes; Self Efficacy; Classroom Techniques; Age Differences; Teaching Experience; Student Behavior; Behavior Rating Scales + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Prädiktor; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Klassenführung; Age; Difference; Age difference; Altersunterschied; Student behaviour; Schülerverhalten
Abstract	The aim of the current study was to examine mean-group differences on behavior rating scales and variables that may predict such differences. Sixty-five teachers completed the Clinical Assessment of Behavior-Teacher Form (CAB-T) for a sample of 982 students. Four outcome variables from the CAB-T were assessed. Hierarchical linear modeling was used to analyze variance components across three levels; examine mean-group differences across outcome variables for student gender, race/ethnicity, and free or reduced-price lunch status; and examine whether teacher variables predicted teacher-specific differences in ratings. Results revealed that a significant amount of variance was attributable to teacher- and school-level variables. Several mean-group differences emerged, and some teacher-specific differences in ratings across groups were predicted by teacher self-efficacy for behavior management and teacher age, but not for teacher race/ethnicity, gender, or years of experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10