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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ328937
Record Type: CIJE
Publication Date: 1985
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teachers' Expectations and Attributions for Student Achievement: Effects of Label Performance Pattern, and Special Education Intervention.
Rolison, Michael A.; Medway, Frederic J.
American Educational Research Journal, v22 n4 p561-73 Win 1985
This study investigated effects of preperformance information on actual classroom teacher's expectations and attributions for a hypothetical male student. Teachers were found to have higher expectations for students with ascending performance patterns, and for students labeled learning disabled rather than mildly retarded. (Author/LMO)
Descriptors: Attribution Theory, Educational Diagnosis, Elementary Secondary Education, Expectation, Labeling (of Persons), Learning Disabilities, Mental Retardation, Prediction, Special Education, Student Evaluation, Teacher Attitudes
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Teacher Expectations