Attributions for Problem Behavior as Described by Turkish Teachers of Special Education

Erbaş, Dilek; Turan, Yasemın; Aslan, Yeşim Güleç; Dunlap, Glen

doi:10.1177/0741932508327461

Cited by 25 publications

(13 citation statements)

References 27 publications

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“…Although theoretical understanding and appreciation of Indigenous culture and perspectives are important, researchers argue that educators enter the profession with change-resistant beliefs and behaviors (Cabello & Burstein, 1995; Erbas, Turan, Aslan, & Dunlap, 2010). As school experience influences preservice teachers (Cabello & Burstein, 1995), teacher candidates need to practice skills that positively influence Indigenous academic outcomes.…”

Section: Suggestions For Teachers’ Professional Developmentmentioning

confidence: 99%

Exceeding Expectations: Teachers’ Decision Making Regarding Aboriginal and Torres Strait Islander Students

Riley

2018

Journal of Teacher Education

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Although Indigenous and non-Indigenous teachers, administrators, and educational policy makers have made efforts to improve Indigenous educational outcomes, slow progress limits the opportunities available to Indigenous learners and perpetuates social and economic disadvantage. Prior Canadian studies demonstrate that some teachers attribute low ability and adverse life circumstances to Indigenous students, possibly influencing classroom placement. These findings were the catalyst for an Australian-based study assessing the influence students’ Aboriginal and/or Torres Strait Islander status had upon teachers’ placement decisions. Teachers allocated fictional students to supplementary, regular, or advanced programs. Study findings revealed that teachers’ decisions were based upon assumptions regarding the perceived ability, family background, and/or life circumstances of Indigenous learners. The research tool designed for this study provides a way for teachers to identify the implications of biases on decision making, making it a valuable resource for teacher educators engaging in equity work with preservice teachers.

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Section: Suggestions For Teachers’ Professional Developmentmentioning

confidence: 99%

Exceeding Expectations: Teachers’ Decision Making Regarding Aboriginal and Torres Strait Islander Students

Riley

2018

Journal of Teacher Education

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“…Research at the individual level should build on previous investigations of teacher causal attributions and teacher responses to problem behavior (e.g., Erbas, Turan, Asian, & Dunlap, 2010). It would also be useful to identify the conditions under which ideological beliefs about ED and ED services can be modified.…”

Section: Edmentioning

confidence: 99%

Seeing Red, Feeling Blue: The Impact of State Political Leaning on State Identification Rates for Emotional Disturbance

Wiley

Siperstein

2011

Behavioral Disorders

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Investigations of why students with emotional disturbance (ED) are underidentified in special education have often focused on economic factors and problems with the definition of ED. The present study focuses on variation in underidentification across states and its relationship to political ideology. State-level political, economic, and demographic data were obtained from multiple sources, including the National Election Pool exit polls (2008), the U.S. Census Bureau (2010), the National Center for Educational Statistics (2010), the U.S. Department of Education/Office of Special Education Programs (2009), and the National Center for Children in Poverty (2009). The authors conducted a series of regression analyses in which per pupil expenditure, per capita income, percentage child poverty, ethnicity, and conservatism were used to explain state rates of ED identification and state rates of intellectual disability (ID) identification. The resulting model for the identification of ED explained more than 50% of the variance, with conservatism being the strongest predictor (β = -.72, p < .001), whereas per pupil expenditure was nonsignificant. States with higher levels of conservatism had distinctly lower ED identification rates. Conservatism was not a significant factor in state identification of ID. The influence of state political leaning on ED identification and special education for children and youth with ED is discussed.

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“…The attributes an individual use to explain event outcomes will often reflect the attitudes an individual hold Weiner, 1984, as cited in Riley & Ungerleider, [5]. Teachers' beliefs about the causes of student misbehaviour might be influenced by what they have observed and experienced in their classrooms, as well as their educational backgrounds, values,and cultural beliefs Erbas, Turan, Aslan, & Dunlap, [6]. Heider's (1958) research led him to understand how people perceive interactions between each other.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Attributions and Intervention Strategies for Students’ Classroom Misbehaviours: Evidence from Senior High Schools in Komenda Edina Eguafo Abrem Municipality

Mensah

Mark

Dramanu

2020

JESBS

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The study explored teachers’ attributions in addressing misbehaviour of students in the classroom. To achieve this, a descriptive survey was adopted through the use of quantitative approach. A sample size of 140 teachers was selected for the study using cluster sampling technique. Questionnaires were used to elicit responses from the selected teachers. Inferential statistics and descriptive statistics were used to analyse the research questions. The findings from the study revealed that generally, teachers in the Komenda Edina Eguafo Abirem Municipality attribute students’ disruptive behaviours to blame and intentionality of the students. Again, in the quest for managing these attributed behaviours, supportive measures were identified by the teachers to be very effective. It was recommended that teachers’ beliefs about causality with reference to student misbehaviour be improved by training teachers to embrace controllable as opposed to non-controllable attributions. Teachers who might otherwise embrace unsupportive interventions may be more open to implementing research-based interventions for students who exhibit problem behaviour.

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Attributions for Problem Behavior as Described by Turkish Teachers of Special Education

Cited by 25 publications

References 27 publications

Exceeding Expectations: Teachers’ Decision Making Regarding Aboriginal and Torres Strait Islander Students

Exceeding Expectations: Teachers’ Decision Making Regarding Aboriginal and Torres Strait Islander Students

Seeing Red, Feeling Blue: The Impact of State Political Leaning on State Identification Rates for Emotional Disturbance

Teachers’ Attributions and Intervention Strategies for Students’ Classroom Misbehaviours: Evidence from Senior High Schools in Komenda Edina Eguafo Abrem Municipality

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