{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,25]],"date-time":"2026-09-25T06:21:34Z","timestamp":1790317294328,"version":"4.1.0"},"reference-count":45,"publisher":"Springer Science and Business Media LLC","issue":"3","license":[{"start":{"date-parts":[[2017,10,1]],"date-time":"2017-10-01T00:00:00Z","timestamp":1506816000000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/www.springer.com\/tdm"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Ann. of Dyslexia"],"published-print":{"date-parts":[[2017,10]]},"DOI":"10.1007\/s11881-017-0145-7","type":"journal-article","created":{"date-parts":[[2017,11,13]],"date-time":"2017-11-13T17:39:21Z","timestamp":1510594761000},"page":"299-317","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":22,"title":["Potential or problem? An investigation of secondary school teachers\u2019 attributions of the educational outcomes of students with specific learning difficulties"],"prefix":"10.1007","volume":"67","author":[{"given":"Stuart","family":"Woodcock","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Elizabeth","family":"Hitches","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2017,11,13]]},"reference":[{"key":"145_CR1","doi-asserted-by":"crossref","DOI":"10.4324\/9780203967157","volume-title":"Improving schools, developing inclusion","author":"M Ainscow","year":"2006","unstructured":"Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Abingdon: Routledge."},{"issue":"2","key":"145_CR2","doi-asserted-by":"crossref","first-page":"129","DOI":"10.1080\/08856250210129056","volume":"17","author":"E Avramidis","year":"2002","unstructured":"Avramidis, E., & Norwich, B. (2002). Teachers\u2019 attitudes towards integration\/inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129\u2013147.","journal-title":"European Journal of Special Needs Education"},{"key":"145_CR3","volume-title":"Index for inclusion: developing learning and participation in schools","author":"T Booth","year":"2002","unstructured":"Booth, T., & Ainscow, M. (2002). Index for inclusion: developing learning and participation in schools. Bristol: Centre for Studies on Inclusive Education."},{"issue":"5","key":"145_CR4","doi-asserted-by":"crossref","first-page":"527","DOI":"10.1080\/13540602.2013.827361","volume":"19","author":"C Boyle","year":"2013","unstructured":"Boyle, C., Topping, K., & Jindal-Snape, D. (2013). Teachers\u2019 attitudes towards inclusion in high schools. Teachers and Teaching: Theory and Practice, 19(5), 527\u2013542.","journal-title":"Teachers and Teaching: Theory and Practice"},{"issue":"4","key":"145_CR5","doi-asserted-by":"crossref","first-page":"527","DOI":"10.1348\/000709907X268570","volume":"78","author":"K Brady","year":"2008","unstructured":"Brady, K., & Woolfson, L. (2008). What teacher factors influence their attributions for children\u2019s difficulties in learning? British Journal of Educational Psychology, 78(4), 527\u2013544.","journal-title":"British Journal of Educational Psychology"},{"key":"145_CR6","unstructured":"British Dyslexia Association. (2016). Dyslexia and specific learning difficulties in adults. British Dyslexia Association. www.bdadyslexia.org.uk\/dyslexia\/dyslexia-and-specific-learning-difficulties-in-adults . Accessed 30 June 2016."},{"issue":"1","key":"145_CR7","doi-asserted-by":"crossref","first-page":"69","DOI":"10.1177\/002221949703000106","volume":"30","author":"MD Clark","year":"1997","unstructured":"Clark, M. D. (1997). Teacher response to learning disability: a test of attributional principles. Journal of Learning Disabilities, 30(1), 69\u201379.","journal-title":"Journal of Learning Disabilities"},{"issue":"2","key":"145_CR8","doi-asserted-by":"crossref","first-page":"77","DOI":"10.1177\/002246690003400203","volume":"34","author":"MD Clark","year":"2000","unstructured":"Clark, M. D., & Artiles, A. J. (2000). A cross-national study of teachers\u2019 attributional patterns. The Journal of Special Education, 34(2), 77\u201389.","journal-title":"The Journal of Special Education"},{"issue":"2","key":"145_CR9","doi-asserted-by":"crossref","first-page":"109","DOI":"10.1080\/13603116.2015.1075609","volume":"20","author":"A Vroey De","year":"2016","unstructured":"De Vroey, A., Struyf, E., & Petry, K. (2016). Secondary schools included: a literature review. International Journal of Inclusive Education, 20(2), 109\u2013135.","journal-title":"International Journal of Inclusive Education"},{"key":"145_CR10","unstructured":"DfE. (2016). School workforce in England: November 2015. Department for Education. https:\/\/www.gov.uk\/government\/statistics\/school-workforce-in-england-november-2015 . Accessed 19 July 2016."},{"key":"145_CR11","volume-title":"Special educational needs and disability code of practice: 0 to 25 years","author":"DfE & DoH","year":"2015","unstructured":"DfE & DoH. (2015). Special educational needs and disability code of practice: 0 to 25 years. England: The Department for Education and the Department of Health."},{"key":"145_CR12","volume-title":"Special educational needs (SEN): Code of practice","author":"DfES","year":"2001","unstructured":"DfES. (2001). Special educational needs (SEN): Code of practice. England: The Department for Education and Skills."},{"issue":"2","key":"145_CR13","first-page":"6","volume":"31","author":"SE Gaier","year":"2015","unstructured":"Gaier, S. E. (2015). Understanding why students do what they do: using attribution theory to help students succeed academically. Research & Teaching in Developmental Education, 31(2), 6\u201319.","journal-title":"Research & Teaching in Developmental Education"},{"issue":"5","key":"145_CR14","doi-asserted-by":"crossref","first-page":"583","DOI":"10.1002\/pits.10049","volume":"39","author":"SN Georgiou","year":"2002","unstructured":"Georgiou, S. N., Christou, C., Stavrinides, P., & Panaoura, G. (2002). Teacher attributions of student failure and teacher behaviour toward the failing student. Psychology in the Schools, 39(5), 583\u2013595.","journal-title":"Psychology in the Schools"},{"issue":"1","key":"145_CR15","first-page":"107","volume":"9","author":"J Glazzard","year":"2014","unstructured":"Glazzard, J. (2014). From integration to inclusive education in England: illuminating the issues through a life history account. International Journal of Learning, Teaching and Educational Research, 9(1), 107\u2013116.","journal-title":"International Journal of Learning, Teaching and Educational Research"},{"key":"145_CR16","doi-asserted-by":"crossref","first-page":"113","DOI":"10.1016\/j.ijer.2014.03.003","volume":"66","author":"I Hardy","year":"2014","unstructured":"Hardy, I., & Woodcock, S. (2014). Contesting the recognition of specific learning disabilities in educational policy: intra- and inter-national insights. International Journal of Educational Research, 66, 113\u2013124.","journal-title":"International Journal of Educational Research"},{"issue":"2","key":"145_CR17","doi-asserted-by":"crossref","first-page":"141","DOI":"10.1080\/13603116.2014.908965","volume":"19","author":"I Hardy","year":"2015","unstructured":"Hardy, I., & Woodcock, S. (2015). Inclusive education policies: discourses of difference, diversity and deficit. International Journal of Inclusive Education, 19(2), 141\u2013164.","journal-title":"International Journal of Inclusive Education"},{"issue":"6","key":"145_CR18","doi-asserted-by":"crossref","first-page":"515","DOI":"10.1177\/0022219409355479","volume":"43","author":"L Hornstra","year":"2010","unstructured":"Hornstra, L., Denessen, E., Bakker, J., van de Bergh, L., & Voeten, M. (2010). Teacher attitudes toward dyslexia: effects on teacher expectations and the academic achievement of students with dyslexia. Journal of Learning Disabilities, 43(6), 515\u2013529.","journal-title":"Journal of Learning Disabilities"},{"issue":"1","key":"145_CR19","doi-asserted-by":"crossref","first-page":"59","DOI":"10.1037\/0022-0663.78.1.59","volume":"78","author":"B Jacobsen","year":"1986","unstructured":"Jacobsen, B., Lowery, B., & DuCette, J. (1986). Attributions of learning disabled children. Journal of Educational Psychology, 78(1), 59\u201364.","journal-title":"Journal of Educational Psychology"},{"issue":"3","key":"145_CR20","doi-asserted-by":"crossref","first-page":"216","DOI":"10.1177\/0888406414525050","volume":"37","author":"M Klehm","year":"2014","unstructured":"Klehm, M. (2014). The effects of teacher beliefs on teaching practices and achievement of students with disabilities. Teacher Education and Special Education, 37(3), 216\u2013240.","journal-title":"Teacher Education and Special Education"},{"issue":"5","key":"145_CR21","doi-asserted-by":"crossref","first-page":"427","DOI":"10.1177\/00222194070400050601","volume":"40","author":"D Paterson","year":"2007","unstructured":"Paterson, D. (2007). Teachers\u2019 in-flight thinking in inclusive classrooms. Journal of Learning Disabilities, 40(5), 427\u2013435.","journal-title":"Journal of Learning Disabilities"},{"issue":"2","key":"145_CR22","doi-asserted-by":"crossref","first-page":"309","DOI":"10.1037\/0022-0663.93.2.309","volume":"93","author":"C Reyna","year":"2001","unstructured":"Reyna, C., & Weiner, B. (2001). Justice and utility in the classroom: an attributional analysis of the goals of teachers\u2019 punishment and intervention strategies. Journal of Educational Psychology, 93(2), 309\u2013319.","journal-title":"Journal of Educational Psychology"},{"issue":"2","key":"145_CR23","doi-asserted-by":"crossref","first-page":"135","DOI":"10.1016\/j.edurev.2010.12.001","volume":"6","author":"J Richardson","year":"2011","unstructured":"Richardson, J. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135\u2013147.","journal-title":"Educational Research Review"},{"key":"145_CR24","volume-title":"Pygmalion in the classroom","author":"R Rosenthal","year":"1968","unstructured":"Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt, Rinehart and Winston."},{"issue":"1","key":"145_CR25","doi-asserted-by":"crossref","first-page":"26","DOI":"10.1177\/0022219412464342","volume":"46","author":"D Scanlon","year":"2013","unstructured":"Scanlon, D. (2013). Specific learning disability and its newest definition: which is comprehensive? And which is insufficient. Journal of Learning Disabilities, 46(1), 26\u201333.","journal-title":"Journal of Learning Disabilities"},{"issue":"4","key":"145_CR26","doi-asserted-by":"crossref","first-page":"462","DOI":"10.1177\/0022146513503346","volume":"54","author":"D Shifrer","year":"2013","unstructured":"Shifrer, D. (2013). Stigma of a label: educational expectations for high school students labelled with learning disabilities. Journal of Health and Social Behaviour, 54(4), 462\u2013480.","journal-title":"Journal of Health and Social Behaviour"},{"issue":"1","key":"145_CR27","doi-asserted-by":"crossref","first-page":"47","DOI":"10.1016\/j.learninstruc.2015.12.001","volume":"42","author":"D Shifrer","year":"2016","unstructured":"Shifrer, D. (2016). Stigma and stratification limiting the math course progression of adolescents labelled with a learning disability. Learning and Instruction, 42(1), 47\u201357.","journal-title":"Learning and Instruction"},{"issue":"2","key":"145_CR28","doi-asserted-by":"crossref","first-page":"165","DOI":"10.1007\/BF02160679","volume":"8","author":"J Siegel","year":"1996","unstructured":"Siegel, J., & Shaughnessy, M. F. (1996). An interview with Bernard Weiner. Educational Psychology Review, 8(2), 165\u2013174.","journal-title":"Educational Psychology Review"},{"key":"145_CR29","doi-asserted-by":"crossref","DOI":"10.4324\/9780203831564","volume-title":"The irregular school: exclusion, schooling and inclusive education","author":"R Slee","year":"2011","unstructured":"Slee, R. (2011). The irregular school: exclusion, schooling and inclusive education. Abingdon: Routledge."},{"issue":"8","key":"145_CR30","doi-asserted-by":"crossref","first-page":"895","DOI":"10.1080\/13603116.2011.602534","volume":"17","author":"R Slee","year":"2013","unstructured":"Slee, R. (2013). How do we make inclusive education happen when exclusion is a political predisposition. International Journal of Inclusive Education, 17(8), 895\u2013907.","journal-title":"International Journal of Inclusive Education"},{"issue":"1","key":"145_CR31","doi-asserted-by":"crossref","first-page":"91","DOI":"10.1007\/s11881-015-0111-1","volume":"66","author":"M Soriano-Ferrer","year":"2016","unstructured":"Soriano-Ferrer, M., Echegaray-Bengoa, J., & Joshi, R. M. (2016). Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish speaking teachers. Annals of Dyslexia, 66(1), 91\u2013110.","journal-title":"Annals of Dyslexia"},{"key":"145_CR32","volume-title":"The differentiated classroom: responding to the needs of all learners","author":"C Tomlinson","year":"1999","unstructured":"Tomlinson, C. (1999). The differentiated classroom: responding to the needs of all learners. Upper Saddle River, NJ: Pearson."},{"issue":"5","key":"145_CR33","doi-asserted-by":"crossref","first-page":"310","DOI":"10.1080\/00220670309597643","volume":"96","author":"N Tournaki","year":"2003","unstructured":"Tournaki, N. (2003). Effect of student characteristics on teachers\u2019 predictions of student success. The Journal of Educational Research, 96(5), 310\u2013319.","journal-title":"The Journal of Educational Research"},{"key":"145_CR34","volume-title":"The Salamanca statement and framework for action on special needs education","author":"UNESCO","year":"1994","unstructured":"UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Paris: United Nations Educational, Scientific and Cultural Organization."},{"key":"145_CR35","volume-title":"Guidelines for inclusion:ensuring access to education for all","author":"UNESCO","year":"2005","unstructured":"UNESCO. (2005). Guidelines for inclusion:ensuring access to education for all. Paris: United Nations Educational, Scientific and Cultural Organization."},{"key":"145_CR36","volume-title":"Policy guidelines for inclusion in education","author":"UNESCO","year":"2009","unstructured":"UNESCO. (2009). Policy guidelines for inclusion in education. Paris: United Nations Educational, Scientific and Cultural Organization."},{"issue":"2","key":"145_CR37","doi-asserted-by":"crossref","first-page":"141","DOI":"10.2307\/1511280","volume":"25","author":"T Waheeda","year":"2002","unstructured":"Waheeda, T., & Grainger, J. (2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quarterly, 25(2), 141\u2013151.","journal-title":"Learning Disability Quarterly"},{"issue":"4","key":"145_CR38","doi-asserted-by":"crossref","first-page":"548","DOI":"10.1037\/0033-295X.92.4.548","volume":"92","author":"B Weiner","year":"1985","unstructured":"Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548\u2013573.","journal-title":"Psychological Review"},{"issue":"1","key":"145_CR39","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1023\/A:1009017532121","volume":"12","author":"B Weiner","year":"2000","unstructured":"Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review., 12(1), 1\u201314.","journal-title":"Educational Psychology Review."},{"issue":"1","key":"145_CR40","doi-asserted-by":"crossref","first-page":"28","DOI":"10.1080\/00461520903433596","volume":"45","author":"B Weiner","year":"2010","unstructured":"Weiner, B. (2010). The development of an attribution-based theory of motivation: a history of ideas. Educational Psychologist, 45(1), 28\u201336.","journal-title":"Educational Psychologist"},{"issue":"3","key":"145_CR41","first-page":"88","volume":"25","author":"J Whitley","year":"2010","unstructured":"Whitley, J. (2010). Modelling the influence of teacher characteristics on student achievement for Canadian students with and without learning disabilities. International Journal of Special Education, 25(3), 88\u201397.","journal-title":"International Journal of Special Education"},{"issue":"7","key":"145_CR42","first-page":"177","volume":"17","author":"S Woodcock","year":"2010","unstructured":"Woodcock, S., & Vialle, W. (2010). Attributional beliefs of students with learning disabilities. The International Journal of Learning, 17(7), 177\u2013191.","journal-title":"The International Journal of Learning"},{"issue":"2","key":"145_CR43","doi-asserted-by":"crossref","first-page":"223","DOI":"10.1007\/s11881-011-0058-9","volume":"61","author":"S Woodcock","year":"2011","unstructured":"Woodcock, S., & Vialle, W. (2011). Are we exacerbating students\u2019 learning disabilities? An investigation of preservice teachers\u2019 attributions of the educational outcomes of students with learning disabilities. Annals of Dyslexia, 61(2), 223\u2013241.","journal-title":"Annals of Dyslexia"},{"key":"145_CR44","doi-asserted-by":"crossref","first-page":"252","DOI":"10.1016\/j.lindif.2015.12.021","volume":"45","author":"S Woodcock","year":"2016","unstructured":"Woodcock, S., & Vialle, W. (2016). An examination of pre-service teachers\u2019 attributions for students with specific learning difficulties. Learning and Individual Differences, 45, 252\u2013259.","journal-title":"Learning and Individual Differences"},{"issue":"2","key":"145_CR45","first-page":"95","volume":"3","author":"MS Yailagh","year":"2009","unstructured":"Yailagh, M. S., Lloyd, J., & Walsh, J. (2009). The causal relationships between attribution styles, mathematics self-efficacy beliefs, gender differences, goal setting, and math achievement of school children. Journal of Education and Psychology, 3(2), 95\u2013114.","journal-title":"Journal of Education and Psychology"}],"container-title":["Annals of Dyslexia"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/link.springer.com\/article\/10.1007\/s11881-017-0145-7\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-017-0145-7.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-017-0145-7.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2020,10,21]],"date-time":"2020-10-21T19:31:36Z","timestamp":1603308696000},"score":1,"resource":{"primary":{"URL":"http:\/\/link.springer.com\/10.1007\/s11881-017-0145-7"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2017,10]]},"references-count":45,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2017,10]]}},"alternative-id":["145"],"URL":"https:\/\/doi.org\/10.1007\/s11881-017-0145-7","relation":{},"ISSN":["0736-9387","1934-7243"],"issn-type":[{"value":"0736-9387","type":"print"},{"value":"1934-7243","type":"electronic"}],"subject":[],"published":{"date-parts":[[2017,10]]}}}