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1.
Abstract

This study compares belief patterns of teachers from Quebec and Britain about attention deficit hyperactivity disorder (ADHD). It also compares teacher training in ADHD in both countries, as well as their experience with students who have this disorder. The results indicate that: (1) teacher belief patterns about ADHD in Quebec and Britain are different, although teachers from both countries have predominant beliefs about ADHD that are of an allopathic medical nature; (2) British teachers have received less information on ADHD in their initial training than Quebec teachers; and (3) British teachers are contacted more often than Quebec teachers by doctors when they have a youngster using medication to treat ADHD in their classroom. Results are discussed from a sociological and an educational perspective.  相似文献   

2.
Abstract

Students with attention-deficit hyperactivity disorder (ADHD) often exhibit non-compliance that presents a significant management problem for classroom teachers. Student behavior management training programs suggest that reducing repetitions of commands improves student compliance. To examine this claim, 86 teachers of ADHD students between the ages of 5 and 10 were randomized into treatment and control groups. Barkley's procedure for reducing repetitions was administered in the treatment group. Repeated-measures ANOVA revealed that children in the treatment group exhibited a significant reduction in non-compliance (p> 0.002), while children in the control group did not. These results suggest that Barkley's technique is effective and should be recommended to teachers of ADHD children.  相似文献   

3.
The increased use of Attention Deficit/Hyperactivity Disorder (ADHD) medication by children has led to growing concerns. In a previous study, we found that many of the teachers that were interviewed about ADHD spontaneously associated ADHD with medication. The present study is a qualitative reanalysis of what precisely these 30 primary school teachers had spontaneously said about medication in our previous semi‐structured interviews on ADHD. Almost all respondents had experience with pupils taking ADHD medication. The majority of spontaneously mentions medication as the treatment of ADHD. Attitudes towards ADHD medication use by pupils are mainly ambivalent, but more positive than negative effects of medication are reported. However, what teachers say about ADHD medication is often not based on sound information; their attitudes tend to be formed by personal experiences rather than founded on professional and scientific sources. We conclude from our analysis that it will be in the interest of reducing the number of children on ADHD medication that teachers have good access to verified and up‐to‐date information on ADHD and medication so that they are better supported in making evidence‐based pedagogical judgments.  相似文献   

4.
This study investigated the agreement and stability of 3 teacher rating Scales used to assess ADHD in preschool children: the ADHD Rating Scale, the Child Attention Profile (CAP), and the Conners' Teacher Rating Scale-28 (CTRS-28). A sample of suburban children (n = 60) was observed and rated by their teachers and assistant teachers at preschool level (Time 1) and 4 years later at the elementary school level (Time 2). Agreement among the rating scales and interrater agreement between teacher and assistant teacher ratings yielded noticeably stronger correlations at Time 2 than at Time 1. Over the 4-year interval of the study, there was a significant change in the number of children identified as potential ADHD risks. It is probable there were a high number of false-positive indications in the preschool ADHD screenings. It is also possible that immature behavior of preschool children may mimic ADHD behavior at the elementary school level.  相似文献   

5.
Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD are compared across stages of Australian teachers' careers. Relative to pre‐service teachers with (n = 218) and without (n = 109) teaching experience, in‐service teachers (n = 127) show more overall knowledge of ADHD, more knowledge of characteristics and treatments for ADHD, and higher perceived knowledge. In‐service teachers reported less favorable emotion about teaching children with ADHD than did pre‐service teachers without experience and more favorable behaviors than pre‐service teachers with experience. Groups did not differ in knowledge of causes of ADHD, overall attitudes, stereotypical beliefs, and beliefs about teaching children with ADHD. Identification of knowledge gaps and ambivalent attitudes will guide pre‐service and in‐service training courses. © 2012 Wiley Periodicals, Inc.  相似文献   

6.
Background: This study investigates the role of figures of speech in the process of conceptual change in the physics classroom. Purpose: Its objectives are to examine what teachers and students perceive to be the advantages in using figures of speech in teaching physics concepts, what they perceive to be the challenges in using them, and how teachers use these in their classrooms to minimize the challenges faced. Sample We chose a purposive sample of 95 students and nine teachers of physics, in four schools in Lebanon. Design and methods: A mixed-method approach was used. Interviews were conducted with physics teachers; questionnaires were distributed to students, and non-participant classroom observations were carried out. Results: Teachers viewed figures of speech as a tool that helps them transmit abstract physics concepts to students in a simpler and concrete way. Questionnaires and non-participant observations revealed several examples of figures of speech used and the positive responses of students towards them. Conclusions: The study suggests several ways to overcome the drawbacks. This study highlights the urgent need for all stakeholders to work collaboratively to include figures of speech in the curriculum to enhance the process of conceptual change in the physics classroom.  相似文献   

7.
Drawing on attitude theories from social psychology, we conducted a survey of Australian pre-service (n = 327) and in-service (n = 127) teachers’ attitudes about teaching children with attention-deficit/hyperactivity disorder (ADHD). This paper reports a content analysis of beliefs, affect and behaviours towards teaching children with ADHD and quantitative analyses pertaining to attitudinal ambivalence – that is, where a teacher may simultaneously report negative and positive evaluations of teaching children with ADHD. While on average, overall or global attitudes were mildly positive for both cohorts, considerable ambivalence about teaching children with ADHD was commonly experienced. Participants reported ambivalent beliefs, affect and behaviours, as well as ambivalence between these attitude components. Paradoxically, participants who knew more about ADHD and held stronger positive global attitudes about teaching children with ADHD reported less ambivalent behaviours towards these children, but reported more ambivalent beliefs. The implications for teachers’ professional development and training are discussed.  相似文献   

8.
Abstract

The purpose of the paper is to provide support for the notion that having teachers making predictions about reading achievement gains has positive educational benefits. A comparison of the mean gain scores over a six year period for elementary school children in a remedial reading program indicated that greater gains were made in the years teachers made predictions. The results suggest that when teachers make predictions they carefully assess the academic strengths and weaknesses of each child. This assessment, combined with the selection of an appropriate instructional strategy, results in educational benefits for the students.  相似文献   

9.
《师资教育杂志》2012,38(2):103-122

This paper describes instances of teaching preschool children about diversity among human groups, as it has taken place in some kindergartens in a Greek town. The focus is on the categories used and on the way they are proposed, questioned, accepted, refused or legitimated by the teachers and pupils taking part in the interaction. The paper analyses eight reports written by trainee teachers in a preschool education department at a Greek university, which describe classroom activities and report classroom dialogues. Teaching relies on stereotypes and a strict classification of human kind into four races that the trainees defend against occasional attempts to 'defy' them on the part of the children. The paper contends that teacher training should include sensitising courses that provide perspectives on race, ethnicity, culture and nationality. Trainee teachers would thus have access to conceptual and linguistic resources more suitable for dealing with the topic of human diversity.  相似文献   

10.
ObjectiveChildren with attention-deficit/hyperactivity disorder (ADHD) are at heightened risk for maltreatment in childhood and criminality as they enter into adolescence and early adulthood. Here, we investigated the effect of moderate to severe childhood maltreatment on later criminality among adolescents/young adults diagnosed with ADHD in childhood while accounting for the contributions of other known risk factors such as early conduct disorder (CD).MethodsEighty-eight participants from a longitudinal study of children diagnosed with ADHD and screened for comorbid disorders at age 7–11 years were assessed for maltreatment histories at the time of the 10-year adolescent follow-up. Detailed juvenile and adult criminal records were obtained from the New York State Division of Criminal Justice Services approximately 3-years after commencement of the follow-up study. We used regression analyses to determine predictors of adolescent/young adult criminal behavior.ResultsModerate to severe childhood maltreatment increased the risk of adolescent/young adult arrest over and above the risk associated with childhood CD, while both childhood maltreatment and childhood CD significantly increased the risk of recidivism. ADHD youth classified as maltreated were three and a half times more likely to be arrested when compared to ADHD youth without a maltreatment classification.ConclusionWe established maltreatment as a risk factor for criminality in ADHD youth and demonstrated that this relationship was independent of the contributions of CD, and established risk factor for antisocial behavior in this population. The findings highlight the need for maltreatment screening in children with ADHD in order to identify those at heightened risk for criminal activity, and target treatment to improve outcome in this high-risk group of children.  相似文献   

11.
Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex.

Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples and (2) examine inattention as a separate dimension from hyperactivity/impulsivity. The aim of this review is to ascertain whether the relationship documented between inattention and academic outcomes in ADHD also holds for the dimensional trait of inattention as manifest in non-clinical community samples of children and adolescents, taking into consideration both academic achievement and academic performance across age.

Design and methods: A comprehensive search was carried out using two databases. The PRISMA guidelines were used to report the search steps. The QUIPS tool was used to rate the quality of studies, followed by a best evidence synthesis to summarise these results.

Results: Out of 1748 citations found, 27 articles met the specific inclusion criteria. Results point to a strong effect according to the best evidence synthesis: 7 studies that have low risk of bias found that teacher-rated inattention is significantly predicative of poor academic achievement in community samples of children.

Conclusions: This review provides support for a consistent, negative relationship between classroom inattention as reported by teachers and both standardised academic test achievement and classroom performance outcomes for children in preschool (moderate evidence), elementary school and longitudinally from elementary to high school. The average relationship was stronger when classroom performance was measured, as compared to standardised achievement. However, the quantitative strength of relationship has not been confirmed with a meta-analysis due to heterogeneity and too few high-quality studies identified. Variance across the studies in terms of the strength of association suggests that other unexamined factors (e.g. cognitive function or motivation) may be contributing to this relationship. Implications for educators and clinicians who work within the school setting are discussed.  相似文献   

12.
ABSTRACT

This article is based on an extensive study of teaching-learning processes in special educational settings organised for children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). There is a general assumption that children’s learning will be supported through placement in a special class with few students and one or more teachers present. The issues explored concern what educational practices unfold in these settings, i.e. what are the children learning, and how do they participate in the activities? The empirical study is based on video-recorded classroom interaction in eight ADHD-classes during a period of seven years, in total about 200 h. The results show that the interactional format dominating is characterised by one teacher instructing one child at a time. These situations usually seem to follow the well-known Initiative-Response-Feedback (I-R-F) structure. The contributions from the children are generally minimal, and there is no indication that the student’s role in such dyads is more active. Thus, there is little evidence that children’s learning will improve and that they become more focussed and assume a more participatory role in the interactional formats offered in special classes. Also, it is not obvious how experiences of this kind will prepare children for a return to regular classroom or develop towards becoming active citizens.  相似文献   

13.
ABSTRACT

Attention-deficit hyperactivity disorder (ADHD) rates in classrooms have increased considerably in recent years. Previous literature has acknowledged the significance of teachers’ knowledge and attitudes towards ADHD when making referral and intervention decisions. Using Mulholland, Cumming and Jung’s (2015) knowledge (SASK) and attitude (SASA) scales, ADHD training and perceived support were compared across public school teachers (n = 165) and teaching assistants (TAs) (n = 157) in the UK. Results indicated that teachers and TAs displayed adequate levels of knowledge, and TAs held better knowledge and more positive feelings towards ADHD than teachers. Training increased knowledge for TAs, but not for teachers, and training and support appeared important for both the teachers and TAs’ attitudes. Both teachers and TAs reported inadequate training and expressed a desire for further ADHD training, and a significant association was found between knowledge and attitudes for teachers only. The implications for these findings are discussed.  相似文献   

14.
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15.
Abstract

As the number of children diagnosed with, and medicated for, Attention‐Deficit/Hyperactivity Disorder (ADHD) increases at an alarming rate there have been questions raised as to whether ADHD is really a disorder or merely a fabricated and socially constructed problems However, there is much evidence which shows that ADHD related difficulties have been observed in children for at least the past century. This paper will provide a detailed account of this evidence and will show that ADHD is a disorder which has affected our children form at least the past 100 years  相似文献   

16.

The purpose of this article is to share the results of a study that explored the recommendations of practicing teachers about ways to prepare preservice teachers for including children with disabilities into general education classrooms. A survey was distributed to 71 practicing general elementary education teachers. The survey included the following questions: What should the general education student know about teaching students with special needs? Should this information be included in one course or integrated with other course content? General education teachers reported that teacher education programs should include the following content: behavioral strategies, conflict resolution and social skills, identification of students with special needs, adaptation of curriculum and materials, adaptation of instructional strategies, legal regulations and individual education programs, and co-teaching, teaming, and collaboration. These data suggest that preservice teacher preparation programs would include content courses to address these thematic areas and present a solid knowledge base about teaching children with disabilities.  相似文献   

17.
Teachers play an important role in the diagnosis and management of Attention Deficit Hyperactivity Disorder (ADHD). There are no published studies on Indian teachers’ knowledge of ADHD. In the present study, the aim was to assess knowledge and misperceptions about ADHD among schoolteachers in Mumbai. A total of 106 teachers from 12 English-medium schools completed the Knowledge of Attention Deficit Disorders Scale and a demographic questionnaire. Overall, the teachers lacked adequate knowledge of ADHD, with only 49% of the responses being correct. Repeated measures ANOVA results indicated that the teachers’ scores on the three subscales of the measure were significantly different (F = 7.96, p < .01), with the score being highest on the symptoms subscale. In conclusion, teachers in Mumbai need training on general information and treatment of ADHD, with a focus on correcting common misperceptions that they have with regards to ADHD.  相似文献   

18.
ABSTRACT

Research Findings: The current study examined characteristics of 71 Early Head Start lead teachers in relation to classroom interactions with infants and toddlers. Measured teacher characteristics included education, years of experience, beliefs about child rearing, depressive symptoms, and the temperamental characteristics of positivity and frustration. Teacher–child interactions were measured using the Classroom Assessment Scoring System, Toddler Version (La Paro, Hamre, & Pianta, 2012). Results indicated that field of degree was directly associated with the majority of dimensions of teacher–child interactions. Examination of teachers’ years of experience and intrapersonal characteristics revealed a number of significant interactions, indicating that teacher experience and appropriate beliefs may serve as protective factors in the presence of psychosocial risk factors. Practice or Policy: Overall, our findings suggest that both early childhood education degrees and years of experience are directly or indirectly associated with multiple dimensions of teacher–child interactions, confirming that these patterns established for preschool teachers hold for teachers of infants and toddlers. These results also suggest that years of experience and progressive beliefs about children may be especially important for teachers who are depressed or who have low levels of positivity and high levels of frustration. Implications for future research, as well as preservice and in-service professional development, are discussed.  相似文献   

19.
A study in an Australian university investigated 150 pre-service teachers’ responses to and participation in discourses of attention deficit hyperactivity disorder (ADHD). Interesting data surfaced around the notion of ‘labelling’ children with ADHD. It seemed that the pre-service teachers did not believe ‘ADHD’ to be a label. Whilst the literature reviewed acknowledged diagnosing a child with ADHD to be tantamount to labelling (that is, ‘ADHD’ is a medical diagnostic label), the pre-service teachers in this study differentiated diagnosis from labelling and cast labelling as occurring in the classroom sometime pre- or post- diagnosis. Speaking of diagnosis and labelling in this way re-defines an object of dominant labelling discourse: ‘doctor as labeller’ is replaced with notions of ‘teacher as labeller’. Using Foucault’s ‘rules of discursive formations’ to frame its analysis, this study pondered the pre-service teachers’ conceptions of labelling and in doing so revealed a ‘teacher as labeller’ discursive formation. This article provides examples of how this discursive formation features in pre-service teachers’ talk and outlines an important implication of the ‘teacher as labeller’ discursive formation, namely that it enables teachers to cement their role in the ADHD medical diagnostic apparatus.  相似文献   

20.
ABSTRACT

This paper examines the pressures experienced by teachers as they strive to embody the Teach For America (TFA) motif of ‘relentless pursuit’. It draws on interviews conducted with 36 teachers and uses a Bourdieuian analysis to consider the mechanisms of control manifested through socialization and corps member habituation. The findings suggest that corps members experience both symbolic and self-imposed overt violence as they aim to meet the demands of TFA. This has implications for the increasing number of teachers in programs around like TFA as well as the broader discourses of teacher accountability and the teaching profession.  相似文献   

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