Relationships were explored between teacher characteristics and their ratings of problem behavior and likelihood to refer students to special education. Participants were 230 Dutch primary teachers. Teacher self-efficacy proved to be a significant predictor of both problem ratings and referral chances in a MANCOVA design. Pupil problem type (learning, behavioral, or both) also had a significant effect on both dependent variables. Implications for further research are discussed.
Get full access to this article
View all access options for this article.
References
1.
Algozzine, B., & Ysseldyke, J. E. (1986). The future of the LD field: Screening and diagnosis. Journal of Learning Disabilities, 19, 394–398.
2.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
3.
Cohen,J. (1969). Statistical power analysis for the behavioral sciences. New York: Academic Press.
4.
DeStefano, M. A., Gesten, E. L., & Cowen, E. L. (1977). Teachers' views of the treatability of children's school adjustment problems. The Journal of Special Education, 3, 275–280.
5.
Dusek, J. B., & Joseph, G. (1985). The bases of teacher expectancies. In J. B. Dusek (Ed.), Teacher expectancies (pp. 229-250). Hillsdale, NJ: Erlbaum.
6.
Gerber, M. M., & Semmel, M. I. (1985). The microeconomics of referral and reintegration: A paradigm for special education. Studies in Educational Evaluation, 11, 13–29.
7.
Gesten, E. L., Cowen, E. L., DeStefano, M. A., et al. (1978). Teachers' judgements of class related and teaching related problem situations. The Journal of Special Education, 2, 171–181.
8.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582.
9.
Harasymiw, S. J., & Horne, M. D. (1975). Integration of handicapped children: Its effect on teacher attitudes. Education, 96, 153–158.
10.
Harasymiw, S. J., & Horne, M. D. (1976). Teacher attitudes toward handicapped children and regular class integration. The Journal of Special Education, 10, 393–400.
11.
Larrivee, B., & Cook, L. (1979). Mainstreaming: A study of variables affecting teacher attitude. The Journal of Special Education, 13, 315–324.
12.
Lee, P. C., & Wolinsky, A. L. (1973). Male teachers of young children: A preliminary empirical study. Young Children, 6, 342–353.
13.
Mandell, C. J., & Strain, P. S. (1978). An analysis of factors related to the attitudes of regular classroom teachers toward main-streaming mildly handicapped children. Contemporary Educational Psychology, 3, 154–162.
14.
Rolison, M. A., & Medway, F. J. (1985). Teacher expectations and attributions for student achievement: Effects of label, performance pattern, and special education intervention. American Educational Research Journal, 22, 561–573.
15.
Safran, S. P. (1986). Teacher manageability: Do special and regular education teachers agree?The Journal of Special Education, 20, 353–358.
16.
Salomon, G. (1983). The differential investment of mental effort in learning from different sources. Educational Psychologist, 18, 42–51.
17.
Smith, C. E., & Knoff, H. M. (1981). School psychology and special education students' placement decisions: IQ still tips the scale. The Journal of Special Education, 15, 56–64.
18.
Span, B., Abbring, I. M., & Meijer, C. J. W. (1985). De opvang van leerlingen met problemen in het regulier onderwijs (Pupil catchment in regular education). The Hague: SVO.
19.
Thurlow, M. L., Christenson, S., & Ysseldyke, J. E. (1983). Referral research: An integrative summary of findings (Research Rep. No. 141). Minneapolis: University of Minneapolis.
20.
Ysseldyke, J. E. (1983). Current practices in making psychoeducational decisions about learning disabled students. Journal of Learning Disabilities, 16, 226–233.
21.
Ysseldyke, J. E., & Meijer, C. J. W. (1986). The special education assessment and decision making process in the Netherlands and the U.S.A. School Psychology International, 7, 141–145.
