A Consequence of School Grade Labels: Preservice Teachers' Interpretations and Recall of Children's Classroom Behavior

Autor/inn/en	Ladd, Judith A.; Linderholm, Tracy
Titel	A Consequence of School Grade Labels: Preservice Teachers' Interpretations and Recall of Children's Classroom Behavior
Quelle	In: Social Psychology of Education: An International Journal, 11 (2008) 3, S.229-241 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-007-9049-4
Schlagwörter	Preservice Teachers; Student Behavior; Student Attitudes; Social Behavior; Negative Attitudes; Standardized Tests; Social Cognition; Models; Academic Achievement + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Social behaviour; Soziales Verhalten; Negative Fixierung; Standadised tests; Standardisierter Test; Soziale Kognition; Analogiemodell; Schulleistung
Abstract	This study investigated whether preservice teachers' attitudes surrounding school grade labels influenced interpretations and recall of children's classroom behavior using the automatic attitude activation model (Fazio, In R. M. Sorrentino & E. T. Higgins (Eds.), "Handbook of motivation and cognition: Foundations of social behavior," 1986) as a theoretical framework. Participants were randomly assigned to one of three conditions: The expectation of viewing a video of children in schools labeled as "A," "F," or "typical" as result of the school's aggregated student performance on standardized tests. Results indicated that participants who believed that they were viewing a video of an "F" classroom recalled more negative and fewer positive behaviors compared to the "typical" classroom. Likewise, there was a trend for participants to recall more negative and fewer positive behaviors when viewing a video of an "F" compared to an "A" school. Therefore, negative attitudes about a school label of "F" biased preservice teachers' perceptions and memories of children's classroom behaviors. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10