TEACHERS EXPECTATIONS AND ATTRIBUTIONS FOR STUDENT-ACHIEVEMENT - EFFECTS OF LABEL, PERFORMANCE PATTERN, AND SPECIAL-EDUCATION INTERVENTION

被引：26

作者：

ROLISON, MA ^{[1
]}

MEDWAY, FJ ^{[1
]}

机构：

[1] UNIV S CAROLINA,DEPT PSYCHOL,COLUMBIA,SC 29208

来源：

AMERICAN EDUCATIONAL RESEARCH JOURNAL | 1985年 / 22卷 / 04期

关键词：

D O I：

10.2307/1163140

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页码：561 / 573

页数：13

共 24 条

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[2] EFFECTS OF A MINIMAL INTERVENTION ON TEACHER-BEHAVIOR AND STUDENT-ACHIEVEMENT
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[3] THE EFFECTS OF CHANGE IN INSTRUCTIONAL-EFFECTIVENESS ON THE RELATIONSHIP OF TEACHER EXPECTATIONS AND STUDENT-ACHIEVEMENT
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[J]. JOURNAL OF EDUCATIONAL RESEARCH, 1982, 75 (06): : 345 - 349
[4] What makes special-education teachers special? Teacher training and achievement of students with disabilities
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Sass, Tim R.
[J]. ECONOMICS OF EDUCATION REVIEW, 2013, 36 : 122 - 134
[5] Special Education Teachers and Student Academic Achievement in Saudi Arabia
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[J]. INTERNATIONAL JOURNAL OF SPECIAL EDUCATION, 2022, 37 (01) : 40 - 49
[6] CAUSAL ATTRIBUTIONS FOR STUDENT PERFORMANCE - EFFECTS OF TEACHERS CONCEPTUAL COMPLEXITY
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[J]. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN, 1982, 8 (02) : 201 - 207
[7] EFFECTS OF COMPUTER-MANAGED INSTRUCTION ON TEACHERS IMPLEMENTATION OF SYSTEMATIC MONITORING PROGRAMS AND STUDENT-ACHIEVEMENT
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[J]. JOURNAL OF EDUCATIONAL RESEARCH, 1988, 81 (05): : 294 - 304
[8] PERCEIVED CONTROL IN THE COLLEGE CLASSROOM - RESPONSE OUTCOME CONTINGENCY TRAINING AND INSTRUCTOR EXPRESSIVENESS EFFECTS ON STUDENT-ACHIEVEMENT AND CAUSAL ATTRIBUTIONS
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[J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1984, 76 (05) : 966 - 981
[9] SELF-CONCEPT DIFFERENCES IN STUDENT-TEACHERS IN PRIMARY, ELEMENTARY, SECONDARY, AND SPECIAL-EDUCATION
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[J]. PSYCHOLOGY IN THE SCHOOLS, 1976, 13 (04) : 439 - 441
[10] TEACHING SYSTEMATIC INSTRUCTION COMPETENCES TO SPECIAL-EDUCATION STUDENT-TEACHERS - AN APPLIED BEHAVIORAL SUPERVISION MODEL
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HALLE, JW
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[J]. JOURNAL OF THE ASSOCIATION FOR PERSONS WITH SEVERE HANDICAPS, 1992, 17 (02): : 104 - 111

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