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Version 1.1 – Updated August 2021

Teachers not labeling students

Overview

  • Influence: Teachers not labeling students
  • Domain: Teacher
  • Sub-Domain: Teacher attributes
  • Potential to Accelerate Student Achievement: Potential to considerably accelerate
  • Influence Definition: Consider two students of the same personality, behavior, or aptitude; label one (e.g., Asperger’s, naughty, struggling) and not the others. This research investigates the effects of these labels. Labeling can lead to effective intervention and/or could lead to discrimination or exclusion.

Evidence

  • Number of meta-analyses: 1
  • Number of studies: 79
  • Number of students: 0
  • Number of effects: 79
  • Effect size: 0.61

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Identification of learning disabilities: Research to practice. The LEA series on special education and disability Fuchs, Fuchs, Mathes, Lipsey, & Roberts USA Is "Learning Disabilities" Just a Fancy Term for Low Achievement? A Meta-Analysis of Reading Differences Between Low Achievers with and without the Label 1985 Low achieving non-disabled students vs. learning disabled in reading 79 0 79 0.61
TOTAL/AVERAGE 79 0 79 0.61

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 1 3 1 1 2
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