What teacher factors influence their attributions for children's difficulties in learning?

Brady, Katy; Woolfson, Lisa

doi:10.1348/000709907x268570

Cited by 114 publications

(115 citation statements)

References 47 publications

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“…The effects of teachers' training and development for pupil's success and pupil self-perception have been identified as well (Brady & Woolfson, 2008). In addition, students become more interested in learning so that their motivation will be getting higher (Maryani & Martaningsih, 2015).…”

Section: E Difficulties In Learning Basic Competency 15: Identifyinmentioning

confidence: 99%

Learning Difficulties of the 5th Grade Elementary School Students in Learning Human and Animal Body Organs

Maryani

Husna

Wangid

et al. 2018

JPII

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Natural Science is an elementary school subject that requires students to organize ideas and concepts about the natural world gained from experiences through a series of scientific processes such as investigating, composing, and presenting ideas. The high complexity causes many cases of learning difficulties. This study aims to diagnose the learning difficulties that occur on 5th-grade elementary school students. The research was conducted in Muhammadiyah Pakem Elementary School, Sleman, Yogyakarta Special Regency. The subjects were 29 of 5th-grade elementary students. Data collection techniques were interviews, tests, and documentation. Data analysis techniques were descriptive statistic as a quantitative analysis and interactive model as a qualitative analysis. The learning difficulties were diagnosed by describing the students who were identified having learning difficulties; localizing the difficulties; and determining the factors that cause learning difficulties. The results showed that the difficulties experienced by students were in basic competence 1.1-1.5 (human blood circulation organs). The average percentage of students' learning difficulties in Basic Competence 1.1 was 48%; Basic Competence 1.2 was 51.1%; Basic Competence 1.3 was 57.6%; Basic Competence. 1.4 is 64.7%; and Basic Competence 1.5 is 53.7%. The highest percentage of learning difficulties was in Basic Competence 1.4 (identifying human circulatory organs). It was caused by the students' low attention and motivation to learn natural science, the imprecise teaching methods, the parents' attention, and the negative influence of mass media.

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Section: E Difficulties In Learning Basic Competency 15: Identifyinmentioning

confidence: 99%

Learning Difficulties of the 5th Grade Elementary School Students in Learning Human and Animal Body Organs

Maryani

Husna

Wangid

et al. 2018

JPII

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“…They may lack an understanding of the highly variable and complex presentations possible in affected individuals. Brady and Woolfson (2008) The importance of families in the lives of students with disabilities was confirmed in this study and in the literature (Duquette et al, 2007: Ryan & Ferguson, 2006. Implications from this research suggest the importance for teachers to continue to try to engage parents by whatever means possible.…”

Section: Educational and Research Implicationssupporting

confidence: 68%

“…and is related to student outcomes such as achievement. Brady and Woolfson (2008) conducted a mixed methods study with teachers (n=118) to establish factors that influenced teachers' attribution of children's difficulties in learning. Teachers evidencing high efficacy were more willing to take responsibility for meeting the needs of students with learning difficulties in their own classrooms.…”

Section: Teachers Beliefs Cultural Values and Fasdmentioning

confidence: 99%

“…In part, this deficit can be attributed to teachers not always being aware of the composition of students in their classroom and, as a result, not seeking out appropriate training or supports. Some research has also shown that teachers' effectiveness in the classroom improves with an increased sense of self-efficacy (Brady & Woolfson, 2008 Their results, collected through student responses (n=42), indicated that there is a difference in the opinions of students about expectations and performance in bandcontrolled versus provincial schools.…”

Section: Teachers Beliefs Cultural Values and Fasdmentioning

confidence: 99%

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Building alliances to understanding and working with students affected by fetal alcohol spectrum disorder.

Deagle¹

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“…In contrast to many of the more recent studies on the teacher attributions, that are done either within the context of special education or with regard to attributions of behavioural problems, learning disabilities, misbehaviour or exceptional or high ability students, we focus on the attributions of mainstream secondary education teachers regarding their low achieving students. As Brady and Woolfson (2008) compared the attributions of mainstream and special education teachers and found differences in attributions of regular and special education teachers, findings in special educational settings cannot be assumed to be valid for mainstream education.…”

Section: Within-teacher Variance Of Attributionsmentioning

confidence: 92%

Within-teacher variation of causal attributions of low achieving students

Jager

Denessen

2015

Soc Psychol Educ

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In teacher research, causal attributions of low achievement have been proven to be predictive of teachers' efforts to provide optimal learning contexts for all students. In most studies, however, attributions have been studied as a between-teacher variable rather than a within-teacher variable assuming that teachers' responses to low achievement are stable for different students in one classroom. To understand teachers' variation of their behaviour towards different low achieving students it would seem worthwhile to identify within-teacher variation of causal attributions. In this study, we analysed the within-teacher variance of attributions of 64 secondary school teachers. Analyses of attribution ratings for three low performing students per teacher showed that, in general, the amount of within-teacher variance was very large, although the within-teacher variance differed among attributions. It can be concluded that teachers' causal attributions of low performance should be investigated as within-teacher variables because they vary between low achieving students.

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What teacher factors influence their attributions for children's difficulties in learning?

Cited by 114 publications

References 47 publications

Learning Difficulties of the 5th Grade Elementary School Students in Learning Human and Animal Body Organs

Learning Difficulties of the 5th Grade Elementary School Students in Learning Human and Animal Body Organs

Building alliances to understanding and working with students affected by fetal alcohol spectrum disorder.

Within-teacher variation of causal attributions of low achieving students

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