The effect of instruction on the stereotypical expectations for learning-disabled children held by prospective teachers
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- John Gary Harold (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Nancy White
Abstract: The purpose of this investigation was to determine whether classroom instruction provided for prospective regular classroom teachers was effective in reducing the bias and expectancy effects associated with the label "learning-disabled." Expectancies were established by the administration of a personality questionnaire and a behavior checklist. Sixty-eight subjects from randomly selected course sections were assigned to treatment and control groups. Treatment consisted of instruction designed to demonstrate to the subjects the effect of a reinforced label on their predictions of a videotaped child's performance. Treatment effects were measured by comparing subjects' ratings of a hypothetical learning-disabled child with control group ratings. Ratings of treatment and control groups were also compared one month after the treatment sessions.
The effect of instruction on the stereotypical expectations for learning-disabled children held by prospective teachers
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Created on 1/1/1980
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1980
- Subjects
- Teachers of children with mental disabilities $x Attitudes
- Learning disabled children