The author examines problems and strengths in current research on labeling of gifted children and offers suggestions designed to broaden the scope of such research to include aspects of self-concept, teacher expectancy and effects of labeling on children, families, peers, and school personnel. (CL)

The label "educable mentally retarded" differentially influenced elementary teacher (N=1,114) expectations across academic ability, student behavioral potential, ability to work with the child, and general impressions of the child. Data also showed that a child's attractiveness and school-related traits significantly influenced initial…

The study determined the effects of labels on teachers' perceptions of the prevalence of emotionally disturbed children and youth in the regular classroom. Results showed that the labels used did have an effect on teachers' perceptions toward the children, and teachers were more willing to apply the "behavior disordered" label. (Author/TLJ)

The author investigated possible components of teacher expectancy and attitudes toward the integration of emotionally disturbed students into regular classes with 34 teachers of grades 4 through 6. The label "emotionally disturbed" was found to be a significant predictor of teacher ratings. (Author/SB)

In this paper we show that poor student performance in a rural school is influenced by the classifications used for student learning and behaviour. We propose that the institution's organisation is conveyed via a classification schema that permeates and informs judgments about student progress and holds sway over teacher cognition. Category…

Results indicated differing teacher expectations for the two placements regarding appropriate programing but no significant differences in the expected duration of services. (DB)

Examines the pitfalls of grouping children by physical traits during classroom or extracurricular activities. Since such a practice helps to perpetuate ethnic and racial stereotypes, teachers should avoid arbitrary categorization and emphasize individual responsibility among their students. (MDM)

EMR labeling and psychometric information similarly affected teachers' attributions and their instructional prescriptions. However, EMR labeling information affected the manner in which teachers revised their pupil ability attributional ratings. In addition, it was noted that accumulation of EMR information rather than type of information affected…

Because teachers are human, they sometimes judge their students based on where they live or the language they speak. Students are channeled into honors, regular or remedial classes based on these judgments. Separate sets of expectations are imposed upon separate sets of children, limiting access to information and opportunity. Teachers must…

Randomly selected full time students in a teacher training program (n=102) participated in a study to determine the influence of the label "mentally retarded" and physical attractiveness had on individual judgments of subnormality. (Author/CL)

The influence of descriptions of students' race and social behavior on teacher recommendations for referral to special education services was investigated. Two hundred and seventy-five Michigan secondary teachers responded to a survey in which they evaluated a fictitious student cumulative record folder for a 12-year-old seventh-grade male.…

Two groups of classroom teachers (N=36) and two groups of teacher trainees (N=36) were asked to complete behavior checklists for a hypothetical child labeled normal or emotionally disturbed and for a videotaped child labeled normal or emotionally disturbed. Analysis of results indicated that teachers and trainees held quantitatively similar…

Forty special education teachers were asked to make decisions about a fourth grade boy who was portrayed as learning disabled or emotionally disturbed and who exhibited either high or low competence. Classroom placement decisions and future performance predictions were found to be a function of the child's perceived competence. Results were…

For availability, see EC 103 600