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dc.contributor.authorGibbs, Simon
dc.contributor.authorBeckmann, Jens F.
dc.contributor.authorElliott, Julian
dc.contributor.authorMetsäpelto, Riitta-Leena
dc.contributor.authorVehkakoski, Tanja
dc.contributor.authorAro, Mikko
dc.date.accessioned2019-08-23T04:50:21Z
dc.date.available2019-08-23T04:50:21Z
dc.date.issued2020
dc.identifier.citationGibbs, 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. <i>European Journal of Special Needs Education</i>, <i>35</i>(1), 115-127. <a href="https://doi.org/10.1080/08856257.2019.1652441" target="_blank">https://doi.org/10.1080/08856257.2019.1652441</a>
dc.identifier.otherCONVID_32445913
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/65277
dc.description.abstractIn 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesEuropean Journal of Special Needs Education
dc.rightsIn Copyright
dc.subject.otherlabelling
dc.subject.otherteachers’ efficacy
dc.subject.otheressentialism
dc.subject.otherADHD
dc.subject.otherdyslexia
dc.titleWhat’s in a name : the effect of category labels on teachers’ beliefs
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201908233878
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineOpettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus)fi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineSpecial Educationen
dc.contributor.oppiaineTeacher education research (teaching, learning, teacher, learning paths, education)en
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange115-127
dc.relation.issn0885-6257
dc.relation.numberinseries1
dc.relation.volume35
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajat
dc.subject.ysokäsitykset
dc.subject.ysooppimisvaikeudet
dc.subject.ysolukihäiriöt
dc.subject.ysoADHD
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p6333
jyx.subject.urihttp://www.yso.fi/onto/yso/p5302
jyx.subject.urihttp://www.yso.fi/onto/yso/p5301
jyx.subject.urihttp://www.yso.fi/onto/yso/p4541
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/08856257.2019.1652441
dc.type.okmA1


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