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Changing on-task behavior of three students using Assertive Discipline and CLASS
Title
Changing on-task behavior of three students using Assertive Discipline and CLASS.
Creator
Winsor, Donna J., Florida Atlantic University, O'Shea, Lawrence
Abstract/Description
Many student behaviors interfere with schools' primary function--teaching academic and social skills. In response, teachers use behavior management programs to improve learning environments and help students assume responsibility for their behaviors. This study examined the effectiveness of two commercially available programs designed to increase on-task behaviors of frequently off-task students. Under the Assertive Discipline (AD) program, students demonstrated low on-task behavior rates....
Show moreMany student behaviors interfere with schools' primary function--teaching academic and social skills. In response, teachers use behavior management programs to improve learning environments and help students assume responsibility for their behaviors. This study examined the effectiveness of two commercially available programs designed to increase on-task behaviors of frequently off-task students. Under the Assertive Discipline (AD) program, students demonstrated low on-task behavior rates. Under Contingencies for Learning Academic and Social Skills (CLASS) program, students showed high on-task behavior rates. These results seem to indicate that CLASS' focus on positive classroom behaviors, peer support, and student self-reinforcement helps teachers improve on-task behaviors as compared to Assertive Discipline.
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Date Issued
1991
PURL
http://purl.flvc.org/fcla/dt/14760
Subject Headings
Behavior modification, Classroom management
Format
Document (PDF)
relationship between conflict resolution/peer mediation and school climate as evidenced by selected critical incidents
Title
The relationship between conflict resolution/peer mediation and school climate as evidenced by selected critical incidents.
Creator
Davenport, Kathleen Ann., Florida Atlantic University, Jurenas, Albert C.
Abstract/Description
This research study investigated the relationship between a conflict resolution/peer mediation program and school climate as evidenced by selected critical disciplinary incidents and climate surveys. Variables investigated were survey participants' status: faculty or student. The subjects of this study were 225 students and 129 faculty members of Port St. Lucie High School in St. Lucie County, Florida. The critical incidents were compared between Port St. Lucie High School which implemented...
Show moreThis research study investigated the relationship between a conflict resolution/peer mediation program and school climate as evidenced by selected critical disciplinary incidents and climate surveys. Variables investigated were survey participants' status: faculty or student. The subjects of this study were 225 students and 129 faculty members of Port St. Lucie High School in St. Lucie County, Florida. The critical incidents were compared between Port St. Lucie High School which implemented the program and another comprehensive high school in St. Lucie County. The findings showed two major results: (a) although there was some increase in positive perception about school climate after the implementation of the conflict resolution/peer mediation program, it was not significant and (b) there was a decline in the rate of three of the disciplinary incidents measured, attempting to fight, fighting and striking another student were less than expected. Disrespect for others, however, was not decreased.
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Date Issued
1997
PURL
http://purl.flvc.org/fcla/dt/12501
Subject Headings
Conflict management, Mediation, Peer counseling of students, Classroom environment, School management and organization
Format
Document (PDF)
College Professors as Classroom Leaders: Strategic Thinking Capacity, Leader Influence Actions, and Classroom Performance
Title
College Professors as Classroom Leaders: Strategic Thinking Capacity, Leader Influence Actions, and Classroom Performance.
Creator
Sfiropoulos, Mike, Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This non-experimental, quantitative study explored the leadership of college professors and the relationship to student assessments of their teaching performance. The leadership constructs under investigation were strategic thinking capacity (cognitive agility) and leader influence actions (behavioral agility), which are rooted in the theories of behavioral and cognitive complexity. Research indicates that cognitive and behavioral agility are two factors that produce more effective results...
Show moreThis non-experimental, quantitative study explored the leadership of college professors and the relationship to student assessments of their teaching performance. The leadership constructs under investigation were strategic thinking capacity (cognitive agility) and leader influence actions (behavioral agility), which are rooted in the theories of behavioral and cognitive complexity. Research indicates that cognitive and behavioral agility are two factors that produce more effective results for leaders in varying organizational contexts. However, previous research does not include college professors in those studies. Thus, this study sought to explore professors as classroom leaders and the relationship between college professors’ cognitive and behavioral agility and their students’ perceptions of their teaching effectiveness, if behavioral agility plays a mediating role, and if that relationship is moderated by alterable and unalterable contextual variables. Ninety-two full-time professors from one Florida college participated in the study. The professors’ strategic thinking capacity (cognitive agility) was measured using the STQP, an adaptation of Pisapia and Reyes-Guerra’s (2007) Strategic Thinking Questionnaire (STQTM), and the professors’ leader influence actions (behavioral agility) were measured using the SLQP, an adaptation of Pisapia, Reyes-Guerra, and Yasin’s (2006) Strategic Leadership Questionnaire (SLQTM) with both instruments employing Pisapia’s (2009) framework of strategic leadership. The ‘P’ denotes the ‘professor’ version of the original STQTM and SLQTM. Locus of control orientation as a contextual variable was measured using Spector’s (1988) Work Locus of Control Scale (WLCS). To measure student perceptions of professor effectiveness, the student assessments of courses and faculty were compiled from existing records from Palm Beach State College’s Institutional Research and Effectiveness (IRE) website. The data were statistically analyzed using correlational and regression analyses and tested for mediation and moderation effects. The findings of this study revealed that college professors demonstrated the same strategic thinking capacity and leader influence actions as leaders in more traditional leadership roles as measured by the STQP and SLQP. The findings were also consistent with previous studies that found that cognitive agility is a significant predictor of behavioral agility. However, it also found that student perceptions of professor effectiveness as measured by student assessments were not correlated to any of the research variables in this study. Findings and conclusions, as well as recommendations for future research, are presented in the concluding chapter.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004993, http://purl.flvc.org/fau/fd/FA00004983
Subject Headings
Dissertations, Academic -- Florida Atlantic University, College professors., Leaders., Classroom management., Teaching effectiveness.
Format
Document (PDF)
Fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices
Title
Fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices.
Creator
Harcarik, Michele., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge,...
Show moreThis mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. Additionally, qualitative data were collected through individual and focus group interviews. These data were used to provide an in-depth look that expanded on fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. The findings of this study indicate that there is a relationship between teachers' beliefs and their self-reported classroom practices in the areas of resources, best practice, time, the Sunshine State Standards, and personal interest. While there were no significant relationships between teachers' knowledge of social studies as a whole and their self-reported classroom practices, there were several significant correlations found in the areas of American History and Political Philosophy and American Government. Further findings indicate that teaching experience and demographic variables, such as age, gender, and education level moderate some of these relationships. Implications and suggestions for further research are offered for elementary education, teacher education, and the field of social studies.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/369195
Subject Headings
Classroom management, Social sciences, Study and teaching (Elementary), Effective teaching, Educational accountability, Teacher effectiveness
Format
Document (PDF)
Increasing Learn Units by special education teachers: Supervision via bug-in-ear technology
Title
Increasing Learn Units by special education teachers: Supervision via bug-in-ear technology.
Creator
Goodman, Janet I., Florida Atlantic University, Brady, Michael P.
Abstract/Description
Preparing teachers for diverse populations in the 21st century is a daunting task that must be addressed systematically. Because society requires strict accountability measures (Danielson, 1996; NCLB, 2002), educators must ensure that students achieve at high levels. Teacher education literature increasingly addresses the need for standards and accountability (Hardeman, McDonald, & Welch, 1998) and stresses the importance of well-researched, teacher preparation methods. While teacher...
Show morePreparing teachers for diverse populations in the 21st century is a daunting task that must be addressed systematically. Because society requires strict accountability measures (Danielson, 1996; NCLB, 2002), educators must ensure that students achieve at high levels. Teacher education literature increasingly addresses the need for standards and accountability (Hardeman, McDonald, & Welch, 1998) and stresses the importance of well-researched, teacher preparation methods. While teacher education institutions face the challenges of preparing a greater quantity and higher quality of teachers, a teacher shortage continues to exist (SREB, 2001). Several researchers have focused on efficient and effective means of preparing teachers who can reach these higher standards and remain in the teaching profession. Coaching is a positive means of providing support to teachers while improving teachers' instructional effectiveness (Fieman-Nemser, 2001). Sheeler, McAfee, and Ruhl (2004) determined that teachers' instruction improved when a coach provided specific, immediate, corrective feedback. Giebelhaus (1994), Lindell (2001), and Scheeler and Lee (2002) demonstrated that "bug-in-ear" (BIE) technology permitted coaches to provide immediate, corrective feedback without interrupting instruction. The present study was designed to examine the effects of using BIE technology on novice teachers' rate and accuracy of Learn Unit delivery and to determine if improved rates continued when prompts were removed. Learn Units are a definable measure of teaching, and the smallest unit through which the act of teaching can be presented (Greer, 2002). In this study, using BIE technology the coach delivered immediate, corrective feedback to three teachers regarding delivery of Learn Units. A multiple-baseline design across teachers was used. Data were collected during baseline, intervention, fading, and maintenance phases. The independent variable was the prompts delivered by the coach, and the dependent variables were the rate and accuracy of Learn Units. The results showed that novice teachers did increase both their rate and accuracy of Learn Unit delivery during the intervention and these increases remained when prompts were faded or removed. This study extended Scheeler and Lee's (2002) research on Learn Units and immediate feedback through BIE technology, and demonstrated the efficacy of this coaching method with various individuals, groups of students, and instructional formats.
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Date Issued
2005
PURL
http://purl.flvc.org/fau/fd/FADT12131
Subject Headings
Special education teachers--Training of, Classroom management, Teacher effectiveness--United States, School supervision--United States
Format
Document (PDF)
Academic task avoidance and achievement as predictors of peer status during the early primary school years
Title
Academic task avoidance and achievement as predictors of peer status during the early primary school years.
Creator
Richmond, Ashley D., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Given the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best...
Show moreGiven the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best used to capture sequential changes over time, across multiple domains, and during sensitive periods of development Academic motivation and achievement likely exemplify predictors that would affect peer status sequentially over time during the early primary school years. This study examined the developmental cascade of task avoidance, academic achievement, and peer acceptance using a sample of 545 (311 boys, 234 girls) Finnish students in the 1st through 4th grade (M = 7.67, SD = 0.31 years old at the outset).
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004402, http://purl.flvc.org/fau/fd/FA00004402
Subject Headings
Achievement motivation in children, Adjustment (Psychology), Classroom management, Emotions in chiidren, Interpersonal relations in children, Motivation in education, Peer motivation in children, Procrastination -- Research, Student adjustment
Format
Document (PDF)
The Effect of Teacher Cognitive and Behavioral Agility on Student Achievement
Title
The Effect of Teacher Cognitive and Behavioral Agility on Student Achievement.
Creator
White, Mary K., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to determine if teachers who use thinking and leading actions have higher student achievement as measured by the teacher’s Value Added Measure (VAM) score. A quantitative non-experimental design investigated the relationships between teacher cognitive and behavioral agility and student achievement. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQT ), refers to the leader’s ability to use their repertoire of thinking...
Show moreThe purpose of this study was to determine if teachers who use thinking and leading actions have higher student achievement as measured by the teacher’s Value Added Measure (VAM) score. A quantitative non-experimental design investigated the relationships between teacher cognitive and behavioral agility and student achievement. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQT ), refers to the leader’s ability to use their repertoire of thinking skills. Behavioral agility, measured with the Strategic Leadership Questionnaire for Teachers (SLQT ), denotes the leader’s ability to use a wide array of leader influencing actions. Teachers were surveyed and the data were analyzed through correlation and multiple regressions to determine the relationship among the variables. Although the cognitive and behavioral agility was not correlated with a teacher’s VAM score, the results indicate that teachers do perceive themselves as leaders in their classrooms. Educational leadership certification, higher degrees, and years experience of a teacher did moderate the relationship between local VAM and both cognitive and behavioral agility. The sub-scales of systems thinking and transforming of the survey instruments also were significant to the results. Theoretically, this study contributes to the teacher leadership literature, focusing on the classroom teacher and their effect on student achievement. Practically, with educational accountability changing the landscape, school districts should train teachers to engage in leadership skills, reward teachers for earning a Master’s degree in leadership, and work to retain high quality teachers who are leaders within their classroom. Greater student achievement could be the result.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004886, http://purl.flvc.org/fau/fd/FA00004886
Subject Headings
Teachers--Rating of., Teacher-student relationships., Teacher effectiveness., Master teachers., Effective teaching., Performance standards., Classroom management., Academic achievement--Evaluation.
Format
Document (PDF)
Technology and fifth grade teaching
Title
Technology and fifth grade teaching: a study of teacher reported classroom practice, professional development, access, and support.
Creator
Beaudry, Debbie., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how...
Show moreThis mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development., The relationship between having students use technology to work cooperatively or collaboratively and the reported emphasis that topic received in professional development strengthened if teachers reported that their students had access to a one-to-one computing environment. An additional finding was that the teachers' reported frequency of use of technology and reported emphasis of content of technology-related professional development leaned toward direct instruction and test preparation and leaned less toward innovative uses of technology. Implications and suggestions for future research are offered for technology integration and professional development for teachers at the elementary school level.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3329831
Subject Headings
Classroom management, Internet in education, Education, Elementary, Computer-assisted instruction, Curriculum planning, Teachers, Training of, Evaluation, Active learning, Evaluation
Format
Document (PDF)
Teacher collegiality and collaboration in exemplary high school math departments
Title
Teacher collegiality and collaboration in exemplary high school math departments.
Creator
Numeroff, Donna., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description
Research maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the...
Show moreResearch maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the state of Florida were involved in this multi-site case study. The researcher collected data from interviews, observations, and documents. Sixty-one math teachers including department chairs were individually interviewed. These interviews were transcribed and coded for commonalities. Observations were recorded during teacher planning hours, department meetings, and teacher lunch times. Also, pertinent documents such as course syllabi, department mission statements, school mission statements, and school improvement plans were collected. All data were triangulated and analyzed, and findings support that collegial relationships impact teachers' work lives, which reduce uncertainty and stress; collegial departments are tightly structured democratic systems where distributed leadership increases instructional effectiveness and creates a familial environment; collaborative cultures affect student learning by emphasizing a fair and equitable education for all students improving parental involvement; and the department chair as instructional and managerial leader plays a major role as a change agent within the professional collegial community.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12128
Subject Headings
Teachers--Professional relationships, Educational leadership--Case studies, Classroom management--Florida--Case studies, Mathematics--Study and teaching (Secondary)
Format
Document (PDF)
Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations
Title
Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations.
Creator
Warkentien, Michael, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this non-experimental study was to determine whether teacher cognitive and behavioral agility relates to student achievement as measured by their value-added model (VAM) score and their performance evaluation measured through the Marzano instructional practice (IP) framework, and whether that relationship is moderated by contextual variables. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQ T TM), refers to the leader’s ability to use...
Show moreThe purpose of this non-experimental study was to determine whether teacher cognitive and behavioral agility relates to student achievement as measured by their value-added model (VAM) score and their performance evaluation measured through the Marzano instructional practice (IP) framework, and whether that relationship is moderated by contextual variables. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQ T TM), refers to the leader’s ability to use their repertoire of thinking skills. Behavioral agility, measured with the Strategic Leadership Questionnaire for Teachers (SLQ T TM), relates to the leader’s ability to use a wide array of leader influencing actions. Teacher VAM score is the percent of the teacher’s students that met or exceeded a statistically predicted score on the end of year assessment. Teacher IP scores were also collected and were based on classroom walkthroughs, and other factors, conducted by their respective school-based administrator(s). The study included 75 teacher participants at the middle and high school levels and used correlational, linear regression, moderator, and mediation statistical analyses. The research findings indicate that cognitive agility continues to be a significant predictor of behavioral agility and that both cognitive and behavioral agility were significantly related to VAM or IP in teachers over the age of 50. Additionally, VAM scores significantly increased through the use of reframing and IP scores increased when utilizing bridging leader actions. However, it was also found that VAM scores were negatively correlated to the managing leader actions in the total population.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004735, http://purl.flvc.org/fau/fd/FA00004735
Subject Headings
Teachers, Rating of., Teacher-student relationships., Teacher effectiveness., Master teachers., Effective teaching., Performance standards., Classroom management., Academic achievement--Evaluation.
Format
Document (PDF)
Sources of information and selected variables and their relationship to teachers' knowledge and attitudes regarding attention deficit hyperactivity disorder (ADHD)
Title
Sources of information and selected variables and their relationship to teachers' knowledge and attitudes regarding attention deficit hyperactivity disorder (ADHD).
Creator
Blume-D'Ausilio, Carole, Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description
The purpose of this study was to develop a predictive model for teacher knowledge about ADHD and teacher attitudes toward the disorder. The Attention Deficit Hyperactivity Disorder Knowledge Assessment (ADHDK.A), developed by the researcher, was used to determine the nature of the relationship between teacher knowledge and attitudes regarding ADHD and various sources from which teachers are most likely to obtain information. Four teacher characteristics (teaching position, experience teaching...
Show moreThe purpose of this study was to develop a predictive model for teacher knowledge about ADHD and teacher attitudes toward the disorder. The Attention Deficit Hyperactivity Disorder Knowledge Assessment (ADHDK.A), developed by the researcher, was used to determine the nature of the relationship between teacher knowledge and attitudes regarding ADHD and various sources from which teachers are most likely to obtain information. Four teacher characteristics (teaching position, experience teaching children with ADHD, personal experience with ADHD, and confidence teaching children with ADHD) were also investigated for their predictive value. The sample was comprised of 225 classroom teachers of grades K to 5 from seven elementary schools in Broward County, Florida. Teachers completed the ADHDKA which consisted of multiple choice, true and false, and open-ended statements about ADHD. Three research questions were posed before data were collected. Multiple regressions were run to determine the degree of association between each of the criterion variables (knowledge and attitude), and the 12 predictor variables investigated in this study. The degree of correlation between teacher knowledge and teacher attitude was examined using a Pearson product moment correlation. Qualitative analysis was used to uncover emerging themes from teacher responses to the open-ended statements. Major findings in the study were as follows: (a) Primary (K- 2) teachers have a higher level of knowledge about ADHD than do intermediate (3-5) teachers (-.159, p < .05); (b) teachers who have personal experience with ADHD have a higher level of knowledge about ADHD than do teachers with no personal experience with ADHD (.147, p < .05); (c) teachers with a high level of confidence about teaching children with ADHD have a higher level of knowledge about ADHD than do teachers with a low level of confidence (.280,p < .01); and (d) a predictive model can be developed to determine teacher knowledge about ADHD (R^2 = .139). The R-square indicates that 13.9% of the variance in teacher knowledge can be accounted for by the variation of the combined predictor variables. Although statistically significant (F [12, 188] = 2.521,p = .004), the correlation is less than the predetermined critical effect size of 25% and may be of limited practical significance (.139 < .25). Conclusions based on the fmdings from the study were: (a) Teachers do not have adequate information regarding strategies to accommodate behavioral and academic challenges for the child with ADHD; (b) teachers lack confidence teaching children with ADHD; and (c) teachers do not receive adequate district-level, or school-based, administrative support (i.e., availability of appropriate ADHD in-service, assistance with parent support, classroom management issues). Noteworthy recommendations for those in positions of educational leadership included the following: (a) more extensive ADHD training for pre-service teachers than is presently required; (b) a comprehensive choice of ADHD workshops offered by school districts to administrators, teachers, paraprofessionals, cafeteria staff, custodians, bus drivers, and any other school personnel who may interact with children; and (c) a districtlevel expert on ADHD for the specific purpose of advising administrators, teachers, and parents about practical solutions to everyday ADHD-related issues. Recommendations for future research included the following: (a) Investigate why teachers with high levels of knowledge about ADHD have negative attitudes toward the disorder; (b) employ a mixed between - within design assessing teacher knowledge and attitude before and after attendance at an ADHD in-service; and (c) investigate the connection between teaching position and teacher knowledge about ADHD.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12179
Subject Headings
Teacher-student relationships, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children--Education, Teachers--Training of, Classroom management
Format
Document (PDF)