NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1022858
Record Type: Journal
Publication Date: 2014-May
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-3085
Understanding Disproportionate Representation in Special Education by Examining Group Differences in Behavior Ratings
Peters, Christina D.; Kranzler, John H.; Algina, James; Smith, Stephen W.; Daunic, Ann P.
Psychology in the Schools, v51 n5 p452-465 May 2014
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A