ERIC Number: ED260100
Record Type: RIE
Publication Date: 1985-Mar
Perceptions and Attitudes About School Grading Practices Among Intellectually Gifted, Learning-Disabled, and Regular Elementary School Pupils.
Engelberg, Ruth A.; Evans, Ellis D.
Students in grades four, five, and six who represented three classifications of ability were compared for their conceptualizations, attributions, and attitudes about school grading practices. Intellectually gifted, learning disabled, and normally achieving students were assessed. Significant differences were found among the three groups, particularly for ability to define grading systems and tendencies to perceive the causes for getting good grades as internal and controllable. Linear trends were found on these variables, with mean scores showing an increase from the learning disabled, to normally achieving, to the gifted group. Results were discussed in terms of pyschological theory and issues for educational practice. (Author/DWH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).