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Attributional beliefs of students with learning disabilities

Journal Article


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Abstract


  • While claims of the importance of attribution theory and teachers’ expectations of students in

    regards to performance are repeatedly made, there is little comprehensive research

    identifying the perceptions preservice teachers have of students with learning disabilities

    (LD). Accordingly, this study examined 154 Australian preservice secondary school

    teachers to ascertain their responses to students with and without LD. It was found that

    preservice secondary school teachers held a negative attribution style towards students with

    LD. Preservice secondary teachers perceived students with LD as lacking ability in

    comparison to others in the class. Recommendations for research and training programs

    conclude the paper.

Publication Date


  • 2010

Citation


  • Woodcock, S. & Vialle, W. (2010). Attributional beliefs of students with learning disabilities. The International Journal of Learning, 17 (7), 177-191.

Scopus Eid


  • 2-s2.0-79955928082

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1245&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/206

Number Of Pages


  • 14

Start Page


  • 177

End Page


  • 191

Volume


  • 17

Issue


  • 7

Place Of Publication


  • http://commongroundpublishing.com/journals/

Abstract


  • While claims of the importance of attribution theory and teachers’ expectations of students in

    regards to performance are repeatedly made, there is little comprehensive research

    identifying the perceptions preservice teachers have of students with learning disabilities

    (LD). Accordingly, this study examined 154 Australian preservice secondary school

    teachers to ascertain their responses to students with and without LD. It was found that

    preservice secondary school teachers held a negative attribution style towards students with

    LD. Preservice secondary teachers perceived students with LD as lacking ability in

    comparison to others in the class. Recommendations for research and training programs

    conclude the paper.

Publication Date


  • 2010

Citation


  • Woodcock, S. & Vialle, W. (2010). Attributional beliefs of students with learning disabilities. The International Journal of Learning, 17 (7), 177-191.

Scopus Eid


  • 2-s2.0-79955928082

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1245&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/206

Number Of Pages


  • 14

Start Page


  • 177

End Page


  • 191

Volume


  • 17

Issue


  • 7

Place Of Publication


  • http://commongroundpublishing.com/journals/