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ERIC Number: EJ1110187
Record Type: Journal
Publication Date: 2016-Sep
Pages: 4
Abstractor: As Provided
ISSN: ISSN-1040-726X
The Connection between Teaching Methods and Attribution Errors
Wieman, Carl; Welsh, Ashley
Educational Psychology Review, v28 n3 p645-648 Sep 2016
We collected data at a large, very selective public university on what math and science instructors felt was the biggest barrier to their students' learning. We also determined the extent of each instructor's use of research-based effective teaching methods. Instructors using fewer effective methods were more likely to say the greatest barrier to student learning was the internal deficiencies of the students (the "fundamental attribution error"). They listed deficiencies such as poor preparation and work ethic. In total, 37% of the instructor attributions were to student deficiencies, but this fraction varied dramatically between departments.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A