An examination of teachers' attributional statements and instructional decisions in an SED classroom /
The following study examined the attribution statements and instructional decisions, as well as, the relationship between these two variables, of teachers of seriously emotionally disturbed (SED) students. Descriptive statistics were obtained to describe the types of attributions and instructional...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1995.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=742115551&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The following study examined the attribution statements and instructional decisions, as well as, the relationship between these two variables, of teachers of seriously emotionally disturbed (SED) students. Descriptive statistics were obtained to describe the types of attributions and instructional decisions teachers make in the classroom across our total sample as well as various subgroups. The subgroups examined include age (6-8 year olds versus 9-12 year olds), ethnicity (White versus African American), Full Scale IQ scores, gender, and classroom teachers. In order to avoid methodological concerns surrounding previous attribution studies the current study employed direct observations of the teachers in their classrooms to obtain the data collected. The results of the study indicate that while some of the attribution categories obtained by previous researchers are seen in the classroom others are not, and ones previously deemed unimportant by researchers show significant importance in the classroom. Interesting relationships were noted for teachers' attributions and instructional decisions including relationships between student effort and teacher feedback as well as student attention and teacher feedback. No support was found for a self serving bias among the teachers in our sample when making attributions for their students performances. Interesting differences were noted among our subgroups particularly gender and ethnicity. |
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| Item Description: | Vita. "Major Subject: School Psychology". |
| Physical Description: | xiii, 241 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references. |