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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ542684
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
Teacher Response to Learning Disability: A Test of Attributional Principles.
Clark, Margaret D.
Journal of Learning Disabilities, v30 n1 p69-79 Jan-Feb 1997
Ninety-seven elementary general education teachers rated their responses to the test failures of hypothetical boys with and without learning disabilities. In most cases, greater reward, less punishment, less anger, more pity, and higher expectations of future failure followed the negative outcomes of the boys with learning disabilities compared to nondisabled boys. (Author/CR)
Descriptors: Academic Failure, Anger, Attitudes toward Disabilities, Attribution Theory, Elementary Education, Elementary School Teachers, Emotional Response, Learning Disabilities, Low Achievement, Mathematics Achievement, Punishment, Rewards, Teacher Attitudes, Teacher Expectations of Students, Teacher Response, Teacher Student Relationship
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A