Cause and effect aren’t always clearly and correctly paired in America’s classrooms. Teachers don’t always have the time, energy, or awareness to properly attribute underperformance. Is a disengaged student sleeping at his or her desk being lazy or suffering from lack of sleep? Is disruptive behavior the reflection of student boredom or a cover for not understanding the material? Is a sudden drop in academic performance really indicative of intelligence or simply a need for reading glasses? Are poor test scores more a reflection on the teacher’s failings or a lack of support and encouragement for students at home? Fundamental …
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