A Cross-National Study of Teachers’ Attributional Patterns
| Author (s) |
Clark, M.D. & Artiles, A.J. |
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| Year of Publication |
2000 |
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| Publication Type |
article |
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| Name of Periodical |
Journal of Special Education |
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| Volume |
34 |
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| Issue |
2 |
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| Page Numbers |
77-89 |
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| Editors |
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| Publisher &
Address |
PRO-ED
8700 Shoal Creek Blvd.
Austin, Texas 78757-6897
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| Available From |
Publisher |
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| URL |
http://www.proedinc.com |
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| Suggested Audience |
- Educators
- Teacher Trainers
- Administrators
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| Descriptors |
- Minority groups/students
- Racial bias/discrimination
- Class bias
- Socio-economic status
- Disability and race
- Learning disabilities
- Diversity
- Instruction
- Teacher roles
- Student assessment
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Content Abstract
This cross-national study examined patterns in teachers’ attributional responses to outcomes of students with and without learning disabilities. Teachers from elementary schools in California (n=97) and Guatemala City (n=59) participated in the study. Using written vignettes, eight hypothetical male students were described, four identified as learning disabled (LD), and four as non-learning disabled (non-LD). Teachers were to assume each child had just taken a typical classroom test and failed. Vignettes provided three typed of information: a statement of student ability (high or low), typical effort (high or low), and disability status (LD or non-LD). Three types of teacher responses were examined: evaluative feedback (reward or punishment), emotional reactions (anger and pity), and expectations of future failure. Cross-national patterns of significant difference in teacher responses on the basis of student ability and effort and responses to the students with and without learning disabilities were found. Attributional characteristics of U.S. and Guatemalan teachers’ responses are discussed. (abstract from article)
Methodological Notes
Additional Comments
Reviews and Commentary by the Field
