ERIC Number: EJ1084209
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 30
Effects of Labeling and Teacher Certification Type on Recall and Conflict Resolution
Ayers, Jane M.; Krueger, Lacy E.; Jones, Beth A.
Journal of Educational Research, v108 n6 p435-448 2015
Understanding how labels and prior training affect teachers of students with a disability is a step toward creating effective educational environments. Two goals of the present study were to examine how teacher training (special education vs. general education training) and labeling of students (either as having attention deficit hyperactivity disorder or not) affected teachers' memory attributes of a hypothetical student, and to identify whether teacher training and label type influenced how they would respond in a student-initiated conflict. The results suggest that the presence or absence of a label affected general education teachers, with these teachers recalling a greater proportion of hindering behaviors when no label was provided. However, independent of labeling condition, general education teachers tended to endorse a mediation approach when compared to special education teachers. Findings of this study inform educators' present knowledge about disability training in regard to certification training type and the use of labels.
Descriptors: Teacher Certification, Recall (Psychology), Attention Deficit Hyperactivity Disorder, Labeling (of Persons), Disabilities, Conflict Resolution, Teacher Education, Special Education, General Education, Behavior Problems, Teaching Methods, Classroom Techniques, Teacher Student Relationship, Prior Learning, Graduate Students, Vignettes, Questionnaires, Symptoms (Individual Disorders), Mediation Theory, Task Analysis, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A