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1.

Consultation is a collaborative problem‐solving process with the ultimate goal of providing better services to students. Collaboration between specialists in gifted education and general education school personnel is a way to assist teachers meet the special needs of gifted students in the classroom and improve the general education program. A model for consultation to better serve students in gifted education is presented that encourages shared responsibility among school personnel. Implementation of the model is discussed including implications for training of administrators, specialists in gifted education, and general educators.  相似文献   

2.
ABSTRACT

South African schools experience diverse access to educational technology. Further, South African educators have limited opportunities to attend educator professional development workshops focused on technology integration. These differences can have a tremendous impact on students’ educational experiences and educators’ levels of self-efficacy toward implementing technology in their school settings. To provide further support and training opportunities to educators in South African township schools, administrators are able to partner with nongovernmental organizations and institutions of higher education. This article provides an overview of South African educational contexts and how partnerships can be formed to provide educator support to integrate educational technology in township schools.  相似文献   

3.
This research analysed relationships between perceived teachers’ autonomy support and academic success, with self-efficacy and school engagement acting as mediators. This was a survey of 870 students from the Universidad Autónoma de Santo Domingo (Dominican Republic), with a mean age of 26.99 years (SD = 5.09), 50.6% were men. Factor structure for measures was established. Then a structural equation model based on theoretical considerations was estimated. Final outcomes were grades and subjective well-being. Self-efficacy and school engagement were considered mediators, and the exogenous variable was perceived teacher’s autonomy support. This initial model fitted the data well, but several theoretically driven modifications were made and a final model was established. Teacher’s autonomy has important direct effects on engagement and self-efficacy, and it also was a direct predictor of subjective well-being. Self-efficacy and engagement had direct effects on subjective well-being. Grades were explained by the effects of self-efficacy, cognitive, and emotional engagement. As a conclusion, the main chain of effects hypothesised among the variables fitted the observed data well, and can, therefore, be tentatively supported: self-efficacy and engagement mediate the effects of autonomy support on academic achievement.  相似文献   

4.
BackgroundSchool-based child abuse prevention programs were created to provide knowledge so that children can recognize abuse, teach skills that decrease children’s risk for abuse, normalize the disclosure process, and provide a pathway for children who may be experiencing abuse to report the abuse.ObjectiveThe purpose of this study was to explore school and program factors that trainers in a school-based prevention program believed were associated with disclosure among youth from kindergarten through 12th grade.Participants and settingThis study is based on eighteen trainers and administrators who work with the Play it Safe!® school-based program in Dallas-Fort Worth area.MethodsUsing the qualitative case study method, in-depth interviews were conducted.ResultsData analysis revealed three factors that influenced disclosure: school, school personnel, and program features. The school-related factor was time allotted to the training. The school personnel-related factors were disengagement, ambiguity concerning abuse, prior history with children, and professionals’ personal history of abuse. Finally, the program-related factors were the core messages of the training, providing specific examples, and repetition of the program. To date, there is a dearth of studies that explore the role that schools and school personnel play in the disclosure process.ConclusionChild abuse has devastating effects on children’s physical, social, emotional, and psychological well-being. Understanding more about schools, personnel, and program-related factors that lead to disclosure, which are more amenable to change, is critical to ensuring the safety of children.  相似文献   

5.
ABSTRACT

The present study aimed to investigate and compare school principals’ and teachers’ perceptions regarding online risk behaviours in school-aged children, examining simultaneously the predictive role of their perceived self-efficacy in their perceptions under study. The participants were 237 principals and 295 teachers, mainly from Central Macedonia and Attica, who completed a self-reported online questionnaire. According to the findings, participants declared awareness of students’ online risk behaviours. However, compared to teachers, principals to a greater extent felt confident to manage this issue and support school community involvement in the prevention of/intervention in it. Furthermore, principals’ self-efficacy in promoting students’ learning/ethical behaviours in school and teachers’ self-efficacy in managing students’ behavioural problems inside a classroom predicted positively their perceptions under study. The findings indicate the necessity of applying differentiated related training programmes for principals and teachers, highlighting simultaneously the importance of their perceived self-efficacy in how they approach the issue studied.  相似文献   

6.
Many students who have sustained concussions return to school requiring academic adjustments while their brains heal. However, school personnel often are not trained to accommodate these students. This exploratory project examined the usefulness of school-based training paired with ongoing consultation and continued dissemination of information to improve both concussion recognition and response among school personnel. A case study design was employed in which a school district received training that was followed by ongoing consultation and continued dissemination of concussion resources. This study highlights the importance of involving school psychologists in concussion management programs.  相似文献   

7.
Self-efficacy is extensively discussed within social cognitive theory. This study aimed to explore the impact of professional development and practice on school leaders’ self-efficacy in Cyprus. A quasi-experimental design involving 2 groups of novice secondary deputy head teachers was employed. All participants practised leadership at the time, but the experimental group also attended a leadership training programme. The School Leaders’ Self-Efficacy Scale addressing 8 dimensions was distributed to both groups at the beginning and the end of the school year. A within-group analysis indicated positive effects on self-efficacy regarding evaluating classroom practices for the experimental group. However, for the control group, effects were negative on self-efficacy with regards to evaluating classroom practices, monitoring learning, and leadership of continuing professional development. Between-group analyses revealed positive gains for the experimental group across the 3 aforementioned self-efficacy dimensions. Arising implications are discussed in the context of professional development programmes for school leaders in Cyprus.  相似文献   

8.
ABSTRACT

Nursing home residents over the age of 65 years are at high risk for poor oral health and related complications such as pneumonia and adverse diabetes outcomes. A preliminary study found that Massachusetts’ nursing homes generally lack the training and resources needed to provide adequate oral health care to residents. In this study, an intervention targeting Certified Nurses’ Aides (CNAs) was developed and tested. We hypothesized that following the training, CNAs would have increased knowledge and self-efficacy toward providing oral health care to the residents in their charge.

This pilot study used a one-group pretest-posttest design to test the effectiveness of a psycho-educational training intervention. Utilizing the constructs of knowledge and self-efficacy from the Theory of Planned Behavior and the Social Cognitive Theory, we framed the content of a training intervention and administered a 21-item instrument. The survey was distributed to the CNA staff of a single midsize nursing home immediately prior to and after the intervention. The 1-hour training intervention was empirically supported by formative data and delivered by dental faculty researchers.

Findings indicate increases in two areas of oral health knowledge: toothbrush position and frequency of brushing. Self-efficacy, however, did not significantly change. Although the results marginally supported our hypothesis, this pilot study demonstrates the feasibility of delivering interventions to CNAs who have direct responsibility for promoting the oral health of long-term care facility residents.  相似文献   

9.
Background: Investigating factors contributing to chemistry achievement is important since it enables us to make more concrete instructional decisions related to improving students? chemistry achievement.

Purpose: This study aimed to investigate how students? perceptions of learning environment, self-efficacy and gender are related to chemistry achievement.

Sample: Three hundred fifty six high school students with the age range of 14 and 19 from three different schools in the same district were the participants.

Design and methods: A structural equation model was designed and tested. Constructivist learning environment survey, self-efficacy scale were the instruments of the study. Information about students? gender and their chemistry grades belonging to the previous semester were also collected.

Results: The model testing showed that chemistry self-efficacy beliefs, students? perceptions of constructivist learning environment (through chemistry-self efficacy) and gender were significantly related to chemistry achievement. Moreover, the findings showed that students? chemistry self-efficacy beliefs mediated the relation of students? learning environment perceptions to their chemistry achievement.

Conclusions: The present study has some educational implications for teachers, teacher educators and curriculum developers. First of all, self-efficacy was found to have an effect on students? achievement. Therefore, teachers should consider students? self-efficacy beliefs and devise their instruction accordingly. Another implication of this study is the necessity of considering gender differences in designing teachers? instruction.  相似文献   

10.
自我效能是当前动机理论研究的热点问题之一，在教育学、心理学等领域有着广泛的运用。自我效能直接影响学业成就，也可以通过其他因素间接地影响学业成就。培养职校生自我效能感的重要途径在于：引导职校生进行正确的学业目标定向；对职校生进行适当的归因训练；为职校生树立榜样以获得替代性经验；采用建构主义的教学理念。  相似文献   

11.
Abstract

Twenty-four high school juniors and an equal number of middle school students were randomly assigned to either training or control groups in two settings. Students who were trained received instruction over three days on the use of text lookbacks to answer questions. After one week, trained and control subjects were tested for use of lookbacks and for question-answering accuracy. Only the younger trained students’ performance was significantly superior to that of control-group peers. Possible explanations for differential efficacy of training are discussed.  相似文献   

12.
Abstract

Interrelationships among life experiences, academic self-efficacy, and school satisfaction reports from a sample of 92 adolescents in a private secondary school were investigated. Results revealed that life experiences, both positive and negative, were significantly associated with school satisfaction reports. Students' perceptions of their academic self-efficacy did not moderate the relationship between life events and school satisfaction; however, self-efficacy perceptions did contribute significant variance in a linear fashion beyond life experiences. The authors concluded that both a wide array of negative and positive environmental experiences and individual difference variables need to be considered to understand adolescents' reactions to schooling and to design prevention and intervention programs.  相似文献   

13.
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14.
Self-Efficacy Beliefs and Mathematical Problem-Solving of Gifted Students   总被引：2，自引：0，他引：2  
Path analysis was used to test the predictive and mediational role that self-efficacy beliefs play in the mathematical problem-solving of middle school gifted students (n= 66) mainstreamed with regular education students (n= 232) in algebra classes. Self-efficacy of gifted students made an independent contribution to the prediction of problem-solving in a model that controlled for the effects of math anxiety, cognitive ability, mathematics GPA, self-efficacy for self-regulated learning, and sex. Gifted girls surpassed gifted boys in performance but did not differ in self-efficacy. Gifted students reported higher math self-efficacy and self-efficacy for self-regulated learning as well as lower math anxiety than did regular education students. Although most students were overconfident about their capabilities, gifted students had more accurate self-perceptions and gifted girls were biased toward underconfidence. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory.  相似文献   

15.
A multidisciplinary team developed and pilot-tested a curriculum, delivered by trained lay educators, to increase self-efficacy for physical activity among elderly food stamp recipients. Curriculum development was guided by a comprehensive literature review. Process evaluation was used to revise the curriculum and to assess lay educator training and pilot test fidelity. Three hundred sixteen low-income older adults participated in curriculum development and pilot-testing activities. One hundred twenty four participants completed pretest/posttest impact evaluation surveys. The average age of participants was 75 years old with 55.28% having less than high school education. Significant increases in self-efficacy regarding walking most days (p = .0022), using exercise bands (p < .0001), being physically active to increase strength (p = .0012), being active without injury (p < .0001), being able to wear appropriate clothing and shoes (p < .0001), and getting information about community physical activity programs (p = .0007) were observed. Participants also endorsed higher ratings of general health at posttest (p < .0001).  相似文献   

16.
ABSTRACT

Approximately 15% of New Zealand children will experience a traumatic brain injury during their school years. Given that educators play an important role in facilitating the successful school re-entry and recovery of these students, it is paramount that educators have adequate knowledge of childhood traumatic brain injury. This study used an online questionnaire to assess knowledge traumatic brain injury among 20 New Zealand educators. It also identified what services educators were aware of within their schools and communities that could assist with the management of students with brain injury, and what further training or information educators required to feel confident in supporting these students in the school environment. Results indicated that although educators possessed sound general understanding of traumatic brain injury, they had some misconceptions regarding the implications and recovery trajectories of these injuries during childhood. Educators reported the need for training relating to diagnostic criteria and strategies for supporting students with traumatic brain injury in the classroom. Providing educators with information and training on how to identify traumatic brain injury and manage the needs of students with traumatic brain injury will allow them to facilitate inclusive and supportive educational opportunities, leading to improved outcomes for these students.  相似文献   

17.
This study was conducted to determine (a) if the heads of counselor education programs agree on what functions are appropriate for support personnel assisting secondary school counselors, and (b) who should take the responsibility for their training. Questionnaire replies were received from 128 (64.0 percent) of the 200 heads of counselor education programs queried. The respondents were asked to examine a list of 17 functions and (a) indicate if they were appropriate, and (b) specify if counselors, counselor educators, or city/state directors should be responsible for training support personnel to perform each appropriate function. There was significant agreement (X2, d = .01) among them on both questions. Ten of 17 functions were considered appropriate; the counselor was perceived as having the major responsibility for training. A small segment of the sample (11.7 percent) was engaged in training support personnel.  相似文献   

18.
ABSTRACT

In Tanzania, the education system focuses on schools and teachers as key educators of children, while little attention is paid to the home environment. This study examines motivational factors that may influence parental involvement at home and at school, using Hoover-Dempsey and Sandler’s model of parental involvement as a theoretical framework. Participants were 580 parents of Grade 2 children attending primary schools in three districts of Dar Es Salaam. Parents were invited at school to complete a questionnaire. Regression analyses showed that parents’ expectations for children’s school success predicted home involvement, next to parents’ perceived time and energy, child invitations and parents’ self-efficacy. School involvement was predicted by perceived time and energy, and school and child invitations. In a mediation model role construction had an indirect effect on school involvement through child and school invitations and perceived time and energy. Implications for educational policy are discussed.  相似文献   

19.
We examined whether individual interest, as an affective motivational variable, could predict academic self-regulation and achievement, above and beyond what academic self-efficacy predicted. We tested the relationships between academic self-efficacy, individual interest, grade goals, self-regulation, and achievement of Korean middle school students (N = 500) in four different subject areas. Consistent with previous findings, self-efficacy predicted achievement both directly and indirectly via grade goals. Self-efficacy also predicted self-regulation, but only when grade goals mediated the relationship. Supporting our hypothesis, individual interest functioned as a correlated yet independent and direct predictor of self-regulation. It also predicted achievement, but only when self-regulation mediated the relationship. We thus suggest that academic self-regulation could be encouraged through the promotion of two distinct motivational sources, academic self-efficacy and individual interest. We further suggest that the pathways linking individual interest to academic self-regulation and achievement may differ from those linking academic self-efficacy to the same variables.  相似文献   

20.
ABSTRACT

This paper draws on research on the use of computers in Third World schools undertaken with the help of a grant from the Harold Macmillan Trust and the assistance of teachers and others in 23 Third World countries. In it we stress tfft importance of training all staff concerned in the introduction of computers into Third World schools, including the policy makers. We discuss training in the early days of introducing the innovation, and how a training cascade may or may not help. We examine the link between motivation to be trained and the prospect of leading change. We point out the virtues of teachers learning about computers in private and the need for software evaluation criteria for teachers to use. We look briefly at the links between training, the curriculum and assessment and at the training of programmers and technicians. We conclude that policy makers need to share with school principals, teachers, teacher educators and computer education specialists or consultants the task of reframing policy while reliable understanding of the state of the innovation emerges and the innovating group matures as a training resource in its own right  相似文献   

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