Effects of Stereotypic Expectation on Evaluation of Written English Attributed to Handicapped and Nonhandicapped Students
Bibliographic Data
| ID | 13674182 |
|---|---|
| Authors | Ellis I Barowsky (Hunter College of the City University of New York, corresponding author) |
| Year | 1986 |
| Volume | 59 |
| Issue | 3 |
| Pages | 1097-1098 |
| Publication date | 1986-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1986.59.3.1097 |
| PMID | 2950540 |
| OpenAlex | W2314546258 |
| Language | EN |
| Citations received | 1 |
| References cited | 3 |
Special education and mainstream teachers were asked to evaluate passages of written language equated for frequency of error and attributed to exceptional and mainstream students. Greater error was perceived in those passages attributed to the exceptional student by both groups of teachers
Developmental psychology · Mainstream · Mainstreaming · Mathematics education · Pedagogy · Special education · Psychology · Reading and Literacy Development · Writing and Handwriting Education
| Citations per year | 0.04 |
|---|---|
| Citation span | 1998 - 1998 (1) |
| Highly cited | No |