The Biasing Effects of Labels on Direct Observation by Preservice Teachers

Abstract

Observational bias can significantly affect results attained through observation. This study focused on 122 preservice teacher educators who conducted a structured observation, using momentary time sampling procedures with 10-second intervals, to measure student on-task and off-task behaviors. The experimental variable altered was the exceptionality label of the observed student to determine if the label would have a biasing effect. Labels used were oppositional defiant disorder, attention deficit hyperactivity disorder, and gifted/talented. Results suggest that an exceptionality label (i.e., oppositional defiant disorder) significantly affects observed behavior. Practical implications of the study are discussed.