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 toimittajat: Gibbs, Simon; Beckmann, Jens F.; Elliott, Julian; Metsäpelto, Riitta-Leena; Vehkakoski, Tanja; Aro, Mikko
Lehti tai sarja: European Journal of Special Needs Education
ISSN: 0885-6257
eISSN: 1469-591X
Julkaisuvuosi: 2020
Volyymi: 35
Lehden numero: 1
Artikkelin sivunumerot: 115-127
Kustantaja: Routledge
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1080/08856257.2019.1652441
Julkaisun avoin saatavuus: Ei 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-asiasanat: opettajat; käsitykset; oppimisvaikeudet; ADHD; lukihäiriöt
Vapaat asiasanat: labelling; teachers’ efficacy; essentialism; ADHD; dyslexia
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2020
JUFO-taso: 1