A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
What’s in a name : the effect of category labels on teachers’ beliefs (2020)


Gibbs, S., Beckmann, J. F., Elliott, J., Metsäpelto, R.-L., Vehkakoski, T., & Aro, M. (2020). What’s in a name : the effect of category labels on teachers’ beliefs. European Journal of Special Needs Education, 35(1), 115-127. https://doi.org/10.1080/08856257.2019.1652441


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajatGibbs, Simon; Beckmann, Jens F.; Elliott, Julian; Metsäpelto, Riitta-Leena; Vehkakoski, Tanja; Aro, Mikko

Lehti tai sarjaEuropean Journal of Special Needs Education

ISSN0885-6257

eISSN1469-591X

Julkaisuvuosi2020

Volyymi35

Lehden numero1

Artikkelin sivunumerot115-127

KustantajaRoutledge

JulkaisumaaBritannia

Julkaisun kielienglanti

DOIhttps://doi.org/10.1080/08856257.2019.1652441

Julkaisun avoin saatavuusEi avoin

Julkaisukanavan avoin saatavuus

Julkaisu on rinnakkaistallennettu (JYX)https://jyx.jyu.fi/handle/123456789/65277


Tiivistelmä

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.


YSO-asiasanatopettajatkäsityksetoppimisvaikeudetADHDlukihäiriöt

Vapaat asiasanatlabelling; teachers’ efficacy; essentialism; ADHD; dyslexia


Liittyvät organisaatiot


OKM-raportointiKyllä

Raportointivuosi2020

JUFO-taso1


Viimeisin päivitys 2024-25-03 klo 19:46