Attributions about Consultation Outcomes by Special and Regular Education Teachers

The research project described in this paper concerned the application of attribution theory and its underlying principles to the consultation process and activities of special and regular education teachers. In recent years, consultation between teachers for the "mainstreaming" of disable...

Full description

Saved in:
Bibliographic Details
Main Authors San Nicolas, Gregg C, Moore, Mary W
Format Report
LanguageEnglish
Published 1989
Subjects
Attribution Theory
Consultants
Elementary Education
Junior High Schools
Locus of Control
Mainstreaming
Social Cognition
Special Education
Student Behavior
Online AccessGet more information

Cover

More Information
Summary:The research project described in this paper concerned the application of attribution theory and its underlying principles to the consultation process and activities of special and regular education teachers. In recent years, consultation between teachers for the "mainstreaming" of disabled and/or handicapped students into general education has been the preferred practice but little is understood of the consultation dynamics. An examination was made of the types and patterns of attributions made on consultation outcomes among 75 teachers as they effect the mainstreaming process within their own schools. The application of attribution principles helps to shed light on the reasons and causes for failure or success. (JD)