Attribution Error and the Quest for Teacher Quality

Mary M. Kennedy

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Evaluation of Teaching Practices Teacher Education and Leadership Studies School Choice and Performance

Abstract

Social psychologists are persuaded that researchers as well as laymen tend to overestimate the influence of personal traits and underestimate the influence of situations on observed behavior. The author of this article suggests that education researchers and policy makers may be overestimating the role of personal qualities in their quest to understand teaching quality. In their effort to understand classroom-to-classroom differences in student learning, they may focus too much on the characteristics of teachers themselves, overlooking situational factors that may have a strong bearing on the quality of the teaching practices we see. The author reviews some of these situational forces.

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References

1986Handbook of research on teaching 1977The Intuitive Psychologist And His Shortcomings: Distortions in the Attribution Process 1990Handbook of research on teacher education 2005Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement 2000The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom 1995The correspondence bias.1999Knowing and teaching elementary mathematics: teachers' understanding of fundamental mathematics in China and the United States 2008Handbook of Research on Teacher Education

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