What's in a Name: The Effect of Category Labels on Teachers' Beliefs

Autor/inn/en	Gibbs, Simon; Beckmann, Jens F.; Elliott, Julian; Metsäpelto, Riitta-Leena; Vehkakoski, Tanja; Aro, Mikko
Titel	What's in a Name: The Effect of Category Labels on Teachers' Beliefs
Quelle	In: European Journal of Special Needs Education, 35 (2020) 1, S.115-127 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2019.1652441
Schlagwörter	Labeling (of Persons); Teacher Attitudes; Self Efficacy; Teacher Effectiveness; Elementary School Teachers; Cultural Differences; Behavior Problems; Attention Deficit Hyperactivity Disorder; Dyslexia; Vignettes; Foreign Countries; Finland; United Kingdom + Suchen Sie Ihr Suchwort? Labeling-Ansatz; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kultureller Unterschied; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Ausland; Finnland; Großbritannien
Abstract	In this paper, we report an investigation of the possible influence on teachers' essentialist thinking and efficacy beliefs of category labels used to describe children's educational difficulties. A 2x2x2 counterbalanced design was employed in which primary school teachers in Finland and the UK were exposed to vignettes that portrayed a child exhibiting difficulties in one of two domains: either behaviour or reading. Vignettes were presented in two versions. In one, the child was labelled as having either 'ADHD' or 'Dyslexia'; in the alternate condition, no such label was ascribed, descriptions were identical in all other respects. Participating teachers were presented with two vignettes, one from each domain and in each condition. Responses to measures of Efficacy and Essentialist beliefs were solicited. Overall responses indicated that category labels evoked stronger essentialist beliefs but did not influence teachers' efficacy beliefs. Finnish teachers reported stronger essentialist and lower efficacy beliefs than their counterparts in the UK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01