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RUNNING HEAD: Annotated Bibliography

Stephanie Faustino
Annotated Bibliography
ESP 600-S36
Medaille College
Claudia Conway
August 9th, 2015

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RUNNING HEAD: Annotated Bibliography

Annotated Bibliography
Article Reference:
Woodcock, S. (2013). Trainee teachers' Attitudes towards students with specific
learning disabilities. Australian Journal of Teacher Education, 38(8).
http://eres.medaille.edu:2091/contentdelivery/servlet/ERICServlet?accno=EJ1016013
Objective/Purpose: The purpose of the article was to identify the attitudes teachers in training
alongside primary and secondary teachers had towards students with specific learning disabilities
and towards the differentiation of the curriculum (Woodcock, 2013).

Target Population/Participant Number: The target population is for teachers and

administrators. There were 652 participants (22% were males and 78% were females) whom
were teachers in training and came from three universities all across New South Wales including
urban, suburban, and rural areas (Woodcock, 2013.) Participants were either near the
beginning or near the end of their training course.

Research Method: The research method used is Survey Research. The study was conducted
using a survey questionnaire. The survey had various parts and used various question formats.
This study focused on the part of the attitudes towards students with specific learning disability
using Likert scales questions ranging from 0 (strongly disagree) -5 (strongly agree). (Woodcock,
2013)

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RUNNING HEAD: Annotated Bibliography

Article Summary:
The study done in the article was intended to construct a better understanding of the
attitudes of the soon to be teachers and talks about both the similarities and differences between
primary and secondary school teachers, male and female, and those teachers who were
experienced and those who werent (Woodcock, 2013.) The article talks about the changes that
are happening in regards to the inclusion of students with disabilities and the ability for teachers
to deliver effective instruction for them. Recent studies have suggested that there has been a
change towards moving in a more positive way towards positive attitudes for students whose
needs are diverse and have disabilities (Woodcock, 2013). Woodcock mentions how further
research exist in regards to supporting the view that teachers have preferences in terms of
accepting students with various disabilities (Woodcock, 2013).
Research is limited in regards to teachers attitudes towards students with specific
learning disabilities however; the little research that does exist suggests that in regards to
students who have specific learning disabilities; teachers do not always have a positive attitude
(Woodcock, 2013).
According to Woodcock, teachers beliefs and their behaviours in the classroom is linked
to their personal beliefs, values and principles (Woodcock, 2013). Teachers who have a positive
attitude towards inclusion applied more effective instructional approaches than those who had a
negative attitude (Woodcock, 2013). This can be due to lack of training.

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Results/Outcomes:
The findings found significant differences between the attitudes of both primary and
secondary school teachers in training and the influence of training. However, in terms of
attitudes according to experience with students with specific learning disabilities, no differences
were found. Results in the study indicate that teachers in training in the primary level had higher
positive attitudes towards students with specific learning disabilities in comparison to teachers in
training in the secondary level. This can be due to the fact of inclusion of students with diverse
needs beginning in primary school. (Woodcock, 2013)
A few of the strengths and weaknesses that were found in the article: The study added to
the research on specific learning disabilities and the changing views of teaching and meeting all
students' needs (Woodcock, 2013). Teachers in training at the primary level also showed more
positive attitudes towards variation in the curriculum than the teachers in training in the
secondary level. In terms of male and female teachers in training, no differences were found.
Some strengths of the article is that some of the findings support previous research that has
validated more training for teachers would more likely increase positive attitudes towards
students with disabilities (Woodcock, 2013).
Future research should concentrate on teacher training in the secondary level on not only
their attitude and beliefs but their confidence on inclusive education (Woodcock, 2013). Some of
the limitations in the study was funding and appropriate material resources and support which in
turn can add to the difficulties that teachers face. Another limitation for this study was the crosssectional design. There could be discrepancies across the different teachers in training
(Woodcock, 2013). An improvement of this limitation could be to either do a longitudinal study

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RUNNING HEAD: Annotated Bibliography
focusing on newly qualified teachers or to work on a design considering a qualitative approach to
gathering information and data which could get to the underlying issues for teachers attitudes
and behaviours towards students with specific learning disabilities (Woodcock, 2013).

Classroom Application:
This article is important for various reasons in regards to the field of education.
There is a serious need to explore soon to be teachers (teachers in training) perceptions and
attitudes in regards to students with specific learning disabilities. Now that inclusive education is
happening it is important to understand how teachers see the educational outcomes of those
students with diverse needs. The influence of a teachers' attitude is powerful (Woodcock, 2013).
Negative attitudes by teachers can affect the opportunity for a student to learn since it can
damage a students self-belief and performance. In contrast, a positive behaviour toward a
student can not only improve that students performance but also their self-esteem and selfexpectations (Woodcock, 2013).
You can apply this information in a classroom setting by changing your behaviour and
any negative beliefs, perceptions or attitudes you may have towards students with disabilities. As
an educator it is your job to be fair, equal, and to try teaching all students using a variety of
different learning styles.