The effects of trait labels on teacher evaluations of target behaviors, ratings, and academic work

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Loueen Slaughter Fogel (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Rosemery Nelson

Abstract: The purpose of the present investigation was to examine the effects of trait labels on teachers' objective behavioral observations, teachers' subjective ratings, and teachers' grading of academic work. On the basis of previous studies examining observer bias, it was predicted that teacher observations would not be biased and that teacher subjective ratings would be biased. In addition, it was predicted that the subjective scoring of academic material would be biased. Five groups of teachers were trained on a three-category behavioral code by means of a video tape. Teachers then observed a 12-minute video tape of the same normal child in a classroom setting. The specific trait labels describing the child that were given to different teachers were: Emotionally Disturbed, Learning Disabled, Educable Mentally Retarded, Normal, and No Label. Teachers then coded behaviors from the video tape, rated the target child on a rating scale, and scored academic material purportedly completed by the target child.

Additional Information

Language: English
Date: 1977
Elementary school teachers $x Attitudes
School children $x Rating of

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