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Journal articles on the topic 'First grade teacher'

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Published: 4 June 2021

Last updated: 2 February 2022

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1

Pianta, Robert C., Michael S. Steinberg, and Kristin B. Rollins. "The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment." Development and Psychopathology 7, no. 2 (1995): 295–312. http://dx.doi.org/10.1017/s0954579400006519.

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AbstractTeacher reports of children's competence and problem behaviors are an important source of information on psychopathology. The school context is also an agent of developmental change. This study examines teacherchild relationships and deflections in child adjustment over the school-entry to grade 2 period in 436 children. The Student-Teacher Relationship Scale (STRS) was related to two indices of deflections in predicted child adjustment: (a) residual scores obtained from regressing teacher reports from grade 1 on kindergarten teacher reports, and (b) false positive predictions of reten

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2

Fedoruk, Genevieve M., and Charles A. Norman. "Kindergarten Screening Predictive Inaccuracy: First-Grade Teacher Variability." Exceptional Children 57, no. 3 (1990): 258–63. http://dx.doi.org/10.1177/001440299105700308.

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3

Dakin, Mary Ellen. "Voices Inside Schools: The Poet, the CEO, and the First-Grade Teacher." Harvard Educational Review 71, no. 2 (2001): 269–85. http://dx.doi.org/10.17763/haer.71.2.58480087601j724x.

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Using the poetry of Walt Whitman (the Poet), an MIT graduation speech by Carleton Fiorina, the chief executive officer of Hewlett-Packard (the CEO), and the words of a teacher (the First-Grade Teacher), high school English teacher Mary Ellen Dakin shares with readers the transformation of her understanding of student achievement. Dakin expands her notions of intelligence and achievement to validate and incorporate ideas she had previously rejected. Through an introspective process, Dakin is able to find success in places she never thought to look. This essay encourages teachers to challenge an

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Kabanova, A. "Literary Reading Lesson in First Grade." Primary Education 8, no. 6 (2021): 35–38. http://dx.doi.org/10.12737/1998-0728-2020-35-38.

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The author of the article proposes for consideration one of the possible options for a lesson in literary reading in the first grade, in which N.N. Nosov “Steps”. The process of reading and working with the text organized by the teacher allows solving subject and metasubject learning problems. The used methodology contributes to the development of educational activities in first-graders. The article provides examples of tasks differentiated by the level of complexity, which take into account the capabilities of children who read well and not well enough. Acquaintance with the work

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Pianta, Robert C., and Joanna Castaldi. "Stability of internalizing symptoms from kindergarten to first grade and factors related to instability." Development and Psychopathology 1, no. 4 (1989): 305–16. http://dx.doi.org/10.1017/s0954579400000493.

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AbstractThis research examines the frequency and stability of internalizing symptoms in a sample of 325 5-year-olds. Parent and teacher ratings, teacher nominations, parent-child interaction, and child measures were obtained. Of the sample, 4% were nominated as depressed by teachers. With the use of cutoff scores on teacher ratings, an average of 17% of the children were rated as having moderate problems on the internalizing scale in November and April of kindergarten, and in February of first grade. Parent-teacher stability correlations ranged from .24 to .27, while teacher ratings from Novem

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Kikas, Eve, Gintautas Silinskas, and Piret Soodla. "The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support." International Journal of Behavioral Development 39, no. 5 (2015): 402–12. http://dx.doi.org/10.1177/0165025415573641.

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This study examined the effects of children’s reading skills and interest in reading-related tasks on teacher perceptions of children’s literacy skills (reading and spelling) and the respective individualized support for children during the first two years of formal schooling. The participants were 334 children and their classroom teachers. Identical measures were administered at three time points (at the beginning of Grade 1 and at the end of Grades 1 and 2). Children’s reading skills were assessed with the word reading fluency test, and their interest in reading was assessed with self-report

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Doheny, Cathleen. "Graduate Teacher Education and Change: Insights from a First-Grade Teacher's Experience." Action in Teacher Education 24, no. 3 (2002): 43–50. http://dx.doi.org/10.1080/01626620.2002.10734430.

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Morgan, Agnes P. "French Immersion Program: Testimony of a First Grade Teacher." Foreign Language Annals 23, no. 1 (1990): 33–43. http://dx.doi.org/10.1111/j.1944-9720.1990.tb00332.x.

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Lifshin, Uri, Inbal Binyamin Kleinerman, Phillip R. Shaver, and Mario Mikulincer. "Teachers’ attachment orientations and children’s school adjustment: Evidence from a longitudinal study of first graders." Journal of Social and Personal Relationships 37, no. 2 (2019): 559–80. http://dx.doi.org/10.1177/0265407519874881.

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The goal of this study was to examine the contribution of teachers’ attachment orientations to the teacher–child relationship and to children’s adjustment to school during first grade. We sampled 539 first-grade children and their homeroom teachers ( N = 58), measured teachers’ attachment orientations and children’s attachment to mother at the beginning of the academic year, and followed children’s perceptions of their teachers’ responsiveness and their socioemotional adjustment to school from the beginning to the end of the year. Teachers’ attachment-related avoidance was associated with chan

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Servera, Mateu, Raquel Seijas, Gloria García-Banda, Christopher T. Barry, Theodore P. Beauchaine, and G. Leonard Burns. "Longitudinal associations of callous-unemotional and oppositional defiant behaviors over a three-year interval for Spanish children." Development and Psychopathology 32, no. 2 (2019): 481–90. http://dx.doi.org/10.1017/s0954579419000221.

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AbstractThe objective was to determine the longitudinal associations between callous-unemotional (CU) and oppositional defiant (OD) behaviors from the first to fourth grades for Spanish children. Four possible outcomes were evaluated: (a) CU behaviors in the first grade predict increases in OD behaviors in the fourth grade, controlling for OD behaviors in the first grade; (b) OD behaviors in the first grade predict increases in CU behaviors in the fourth grade, controlling for CU behaviors in the first grade; (c) both unique effects are significant; and (d) neither unique effect is significant

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Auger, Jessie. "The Author Has the Last Word: Buddy Editing in a First-Grade Classroom." Harvard Educational Review 84, no. 3 (2014): 367–84. http://dx.doi.org/10.17763/haer.84.3.657344324372234v.

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In this essay, Jessie L. Auger reflects on the practice of Buddy Editing in her first-grade classroom as an opportunity for student and teacher learning. By explicitly revealing her pedagogical approach and sharing transcripts of students' engagement with her Buddy Editing protocol, Auger presents the dynamics of a learning partnership that exists among teachers and students and between students. She offers a glimpse of what happens in one classroom when the teacher focuses on providing students with the appropriate tools, environment, structure, and access to the subject matter; trusts studen

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Ball, Kara. "First Person: Why my learning disabilities make me a better teacher." Phi Delta Kappan 101, no. 5 (2020): 58–59. http://dx.doi.org/10.1177/0031721720903830.

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When Kara Ball was in 10th grade, her math teacher humiliated her for struggling to solve a problem on the board. That experience led her to become a special education teacher and to create a classroom where students feel supported. Her learning disabilities have enabled her to understand what her students need in order to achieve their full potential. Here, she enumerates some of the ways other teachers can do the same.

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Spivak, Asha L., and Dale C. Farran. "First-Grade Teacher Behaviors and Children's Prosocial Actions in Classrooms." Early Education and Development 23, no. 5 (2012): 623–39. http://dx.doi.org/10.1080/10409289.2011.566164.

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Bauml, Michelle. "Examining preservice teachers’ thinking about teaching first grade economics through inquiry." Social Studies Research and Practice 14, no. 1 (2019): 150–64. http://dx.doi.org/10.1108/ssrp-12-2018-0051.

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Purpose In recent years, the field of social studies education has seen renewed interest in using inquiry to teach intradisciplinary concepts and skills. However, prospective primary grade teachers may have few (if any) opportunities to observe classroom teachers modeling inquiry during field placements. Methods courses provide fitting contexts in which to introduce preservice teachers (PSTs) to inquiry as a basis for intellectually challenging, meaningful social studies instruction. The purpose of this paper is to utilize a published inquiry curriculum developed for the New York Social Studie

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D’Agostino, Jerome V., and Emily Rodgers. "Literacy Achievement Trends at Entry to First Grade." Educational Researcher 46, no. 2 (2017): 78–89. http://dx.doi.org/10.3102/0013189x17697274.

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Recent shifts in policy and practice have brought an increasingly more academic focus to the early grades, evidenced in rising standards and the now widely accepted notion that kindergarten is the new first grade. These views however are mostly supported by teacher and parent self-reports and not by an analysis of literacy achievement data. We created an up-to-date literacy profile for beginning readers using a multiple cohort database that contained achievement data for students at entry to first grade ( n = 364,738) in the same schools ( n = 2,358) over a 12-year period starting in 2002. Our

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Burgić, Dževad, Dalila Avdibegović, and Edin Tabak. "DESCRIPTIVE GRADES IN INITIAL MATHEMATICAL TEACHING PARENTS' ATTITUDES." Journal Human Research in Rehabilitation 4, no. 2 (2014): 30–40. http://dx.doi.org/10.21554/hrr.041401.

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Evaluation is very sensitive process in up bring-education work and it is important for comprehensive development of student. More often are fears of different kind, certain forms of unacceptable behavior, are connected with students failure in school and with school evaluation.Grade is feedback on achievements whose purpose is to provide timely information of current level and the steps that are ahead. Numerical grade reflects level of achievements, but there is no indication about elements that makes that grade. Descriptive grade contains key information's about the progress and for that kin

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FINE, SARAH E., CARROLL E. IZARD, ALLISON J. MOSTOW, CHRISTOPHER J. TRENTACOSTA, and BRIAN P. ACKERMAN. "First grade emotion knowledge as a predictor of fifth grade self-reported internalizing behaviors in children from economically disadvantaged families." Development and Psychopathology 15, no. 2 (2003): 331–42. http://dx.doi.org/10.1017/s095457940300018x.

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In this longitudinal study, we examined the relations between emotion knowledge in first grade, teacher reports of internalizing and externalizing behaviors from first grade, and children's self-reported internalizing behaviors in fifth grade. At Time 1, we assessed emotion knowledge, expressive vocabulary, caregiver-reported earned income, and teacher-rated internalizing and externalizing behaviors in 7-year-old children from economically disadvantaged families (N = 154). At Time 2, when the children were age 11, we collected children's self-reports of negative emotions, depression, anxiety,

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Skalická, Vĕra, Frode Stenseng, and Lars Wichstrøm. "Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior." International Journal of Behavioral Development 39, no. 5 (2015): 413–25. http://dx.doi.org/10.1177/0165025415584187.

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Research suggests that the relation between student–teacher conflict and children’s externalizing behavior might be reciprocal, and possibly also between student–teacher conflict and children’s social skills. Because children with externalizing behavior also tend to display low levels of social skills, we do not know if one or both of these student characteristics are involved in shaping and being shaped by the relationship to the teacher. In this study, we addressed this by means of a three-wave cross-lagged longitudinal study from preschool to third grade, including measures of social skills

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Podhajski, Blanche, Nancy Mather, Jane Nathan, and Janice Sammons. "Professional Development in Scientifically Based Reading Instruction." Journal of Learning Disabilities 42, no. 5 (2009): 403–17. http://dx.doi.org/10.1177/0022219409338737.

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This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students ( n = 33). Three control teachers and their students ( n = 14), from a community of significantly higher socioeconomic demographics, were also followed. Experimental teachers participated in a 35-hour course on instruction of phonemic awareness, phonics, and fluency and were coached by prof

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Yoon, So Yoon, Heidi Diefes-Dux, and Johannes Strobel. "First-Year Effects Of An Engineering Professional Development Program On Elementary Teachers." American Journal of Engineering Education (AJEE) 4, no. 1 (2013): 67–84. http://dx.doi.org/10.19030/ajee.v4i1.7859.

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The ultimate objective of teacher professional development (TPD) is to deliver a positive impact on students’ engagement and performance in class through teacher practice via improving their content and pedagogical content knowledge and changing their attitudes toward the subject being taught. However, compared to other content areas, such as mathematics and science, relatively few engineering TPD programs have been developed, and there has been a lack of research on the effective practice of TPD for K-12 engineering education. As a part of a five-year longitudinal project, this study reports

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Erita, Erita. "EFEKTIFITAS SUPERVISI KUNJUNGAN KELAS OLEH KEPALA SEKOLAH UNTUK MENINGKATKAN KINERJA GURU." JURNAL PAJAR (Pendidikan dan Pengajaran) 3, no. 3 (2019): 622. http://dx.doi.org/10.33578/pjr.v3i3.7250.

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This research is motivated by still many obstacles faced by teachers, including, not all teachers develop the Syllabus and Implementation Plan of Learning well. In addition, the researchers also found that some teachers did not make plans for implementing learning in carrying out classroom learning, so the teacher taught without preparation at all. Then in the implementation of teaching and learning interactions, not all teachers use teaching aids / media and various learning models. The method used is less varied, only lectures and questions and answers. The purpose of this study was to impro

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MacKay, Kathryn Lake, Terrell A. Young, Samantha Hahne Munòz, and Terah Larmouth Motzkus. "Expository Texts in First-Grade Classroom Libraries: Issues in Teacher Selection." Reading Psychology 41, no. 4 (2020): 264–86. http://dx.doi.org/10.1080/02702711.2020.1768978.

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Schoenfeld, Heidi B., Cynthia Coppola, Nichole Kertis, and Karin J. Barnes. "A Pilot Study: Impacting First Grade Written Literacy Through Teacher Education." Journal of Occupational Therapy, Schools, & Early Intervention 2, no. 1 (2009): 6–19. http://dx.doi.org/10.1080/19411240902719983.

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Breuer, Miriam, and Clodie Tal. "Perspectives of teachers, children, and parents on the transition to first grade." Journal of Childhood, Education & Society 1, no. 1 (2020): 3–18. http://dx.doi.org/10.37291/2717638x.2020112.

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This research is a case study of a school that sought to ascertain what is required for the optimal adjustment of children to first grade from the perspective of each partner in the education triad – children, parents, and the teaching staff (teachers and assistant teachers). The research tools adapted to the participants are open-ended questionnaires to elicit the perspectives of the parents and teaching staff, and interviews of the children following their creation of a metaphorical collage to elicit their perspectives. Participants were three first-grade teachers, the assistant first-grade

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Alik, Bakri M., and Nanning Nanning. "THE STUDENTS’ PERCEPTION OF THE PROFESSIONAL ENGLISH TEACHER AT MA PP NURUL HAQ BENTENG LEWO KABUPATEN SIDRAP." Inspiring: English Education Journal 2, no. 1 (2019): 22–35. http://dx.doi.org/10.35905/inspiring.v2i1.1263.

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Everyone has the different perception or arguments about an object around them. So as students, they also have perception about their teacher especially to the English teacher. In every school there are some categories of the teachers namely the good teacher, bad, friendly and the professional teacher. As the professional teachers they should have or mastery four competencies namely, pedagogical competence, professional, personality and social competence. This study was aimed to know about the professional English teacher and the students’ perception of the professional English teacher. The ob

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Pianta, Robert C., and Constance B. Caldwell. "Stability of externalizing symptoms from kindergarten to first grade and factors related to instability." Development and Psychopathology 2, no. 3 (1990): 247–58. http://dx.doi.org/10.1017/s0954579400000754.

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AbstractThis article examines the frequency and stability of externalizing symptoms in a sample of 325 5-year-olds. Parent and teacher ratings, teacher nominations, parent-child interaction, and child measures were obtained. Using cutoff scores on teacher ratings, an average of 20% of the children were rated as having moderate externalizing problems in kindergarten and first grade. For both boys and girls, parent-teacher stability correlations ranged from .34–.45, and kindergarten teacher ratings from November and April correlated at .76. Instability in externalizing symptoms from kindergarten

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Yonker, Julie E., Cassie J. Wielard, Carolyn L. Vos, and Ashley M. Tudder. "Teaching humility in first-grade Christian school children." International Journal of Christianity & Education 21, no. 1 (2016): 55–71. http://dx.doi.org/10.1177/2056997116671727.

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Four classes of first-grade children at a Christian school took pre- and post-tests measuring humility. Two intervention classes had devotional lessons on humility and two comparison classes did not. For one week, devotional lessons featured humility-related children’s literature, cognitively appropriate discussions, writing about humility, and teacher-reinforced behaviors of humility. Intervention classes showed a slight increase in humility relative to comparison classes. After statistical control for personality traits of Agreeableness and Conscientiousness, increases in humility disappeare

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Saraswati, N. M. S. D., N. M. Ratminingsih, and IG A. L. P. Utami. "Students' and Teachers' Perception on Reward in Online English Teaching Context." Journal of Education Research and Evaluation 4, no. 3 (2020): 303. http://dx.doi.org/10.23887/jere.v4i3.27923.

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Rewarding is one of the factors that influence student learning outcomes so it is important to describe the reward given by the teacher, the teacher's perception of the reward and the student's perception of the reward given by the teacher. This qualitative study aimed to investigate the types of rewards used in teaching English online; frequency of rewarding by teachers in online learning; in what context the reward is given and for what purpose; how teachers perceive rewards in online learning; and how students perceive rewards in online classrooms. The subjects of this study were 116 people

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Gottfried, Michael, J. Jacob Kirksey, and Ethan Hutt. "Can teacher education programs help prepare new kindergarten and first grade teachers to address student absenteeism?" Children and Youth Services Review 119 (December 2020): 105618. http://dx.doi.org/10.1016/j.childyouth.2020.105618.

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Donelan-McCall, Nancy, and Judy Dunn. "School Work, Teachers, and Peers: The World of First Grade." International Journal of Behavioral Development 21, no. 1 (1997): 155–78. http://dx.doi.org/10.1080/016502597385036.

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Children’s perceptions of their experiences with their school work, and teacher and peer relationships were studied in 44 second-born children, participating with their mothers and siblings in a longitudinal investigation, who were interviewed in October and May of their first-grade year. Overall, the majority of children were very positive about their experiences in all three areas of school adjustment. Modest associations between children’s perceptions of their school work, teacher, and peer experiences suggest that although most children perceived their experiences as positive (or negative)

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MacGillivray, Laurie. "Tacit Shared Understandings of a First-Grade Writing Community." Journal of Reading Behavior 26, no. 3 (1994): 245–66. http://dx.doi.org/10.1080/10862969409547850.

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This study examined first graders' tacit shared understandings about composing as related to expectations about the processes and meaning of writing. Data were gathered in one first-grade classroom during the 2 1/2-hour reading/writing block over a 20-week period. The 19 students were ethnically diverse and ranged in SES from low to middle income. Domain, typological, theme, and reconstructive intersubjective analysis were all used in analyzing the following sources of data: field observations gathered by a participant observer; informal talk with students and the teacher; formal interviews wi

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Mahmoud, Prof Dr Mahmoud Kazem, and Assist inst Talab Khalf Hasn. "Career satisfaction and its relation to the development of Teachers’ identity for the First grade." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 225, no. 3 (2018): 205–28. http://dx.doi.org/10.36473/ujhss.v225i3.210.

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The current research aims to identify a number of goals, the extent of work satisfaction and its relationship to the first grade, in addition to that, toshow thesignificant differencesof job satisfaction variable to the first grade teachers according variable sex, the developmentof identity of the classroom teacher and its correlationto the two variables.  The present paper tries to adopt Shammari scale (2016).The theory of "Jkurnq and Rizir" (Chickering&Riesser, 1993), which was adopted by al-Shammari 2016 and the development of many of the previous studies and use appropriate

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Carr, Martha, Donna L. Jessup, and Diana Fuller. "Gender Differences in First-Grade Mathematics Strategy Use: Parent and Teacher Contributions." Journal for Research in Mathematics Education 30, no. 1 (1999): 20. http://dx.doi.org/10.2307/749628.

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Schneck, Colleen, Sharon Shasby, Christine Myers, and Michelle L. DePoy Smith. "Handwriting Without Tears versus Teacher-Designed Handwriting Instruction in First Grade Classrooms." Journal of Occupational Therapy, Schools, & Early Intervention 5, no. 1 (2012): 31–42. http://dx.doi.org/10.1080/19411243.2012.675759.

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Boonen, Tinneke, Jan Van Damme, and Patrick Onghena. "Teacher effects on student achievement in first grade: which aspects matter most?" School Effectiveness and School Improvement 25, no. 1 (2013): 126–52. http://dx.doi.org/10.1080/09243453.2013.778297.

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Wharton-McDonald, Ruth, Michael Pressley, and Jennifer Mistretta Hampston. "Literacy Instruction in Nine First-Grade Classrooms: Teacher Characteristics and Student Achievement." Elementary School Journal 99, no. 2 (1998): 101–28. http://dx.doi.org/10.1086/461918.

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Curby, Timothy W., Sara E. Rimm-Kaufman, and Claire Cameron Ponitz. "Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade." Journal of Educational Psychology 101, no. 4 (2009): 912–25. http://dx.doi.org/10.1037/a0016647.

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Kurth, Lita. "First Person: Mrs. Swanson: A teacher with vision." Phi Delta Kappan 101, no. 8 (2020): 58–59. http://dx.doi.org/10.1177/0031721720923795.

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Lita Kurth shares her recollections of Mrs. Swanson, her 3rd-grade teacher in rural Wisconsin. Mrs. Swanson helped her students learn about the world outside their small community by exposing them to things that many students did not have at home. Students without phones got to practice telephone skills, and students without books had access to a collection of classic novels to read. Lita was herself a curious student who snuck books out of the classroom to read at home, and Mrs. Swanson took an interest in her development, both by pushing her to find her own voice and giving her a boost when

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Bayraktar, Hatice Vatansever. "Examination of the Self-Efficacy of Primary School Teacher Candidates towards First Reading-Writing Education." Higher Education Studies 6, no. 4 (2016): 119. http://dx.doi.org/10.5539/hes.v6n4p119.

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The aim of this study is to examine the levels of the self-efficacy of primary school teacher candidates towards first reading-writing education and whether they differentiate by various variables. The study is prepared in accordance with the screening model. The universe of this study consists of the primary school teacher candidates who receive education at an Education Faculty of a public university in Istanbul province. As for the sample, it consists of 124 primary school teacher candidates who receive education at the Education Faculty of two public universities in Istanbul province. As f

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Redmond, Sean M., and Mabel L. Rice. "Stability of Behavioral Ratings of Children with SLI." Journal of Speech, Language, and Hearing Research 45, no. 1 (2002): 190–201. http://dx.doi.org/10.1044/1092-4388(2002/014).

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Standardized rating scales represent the most reliable method of identifying socioemotional behavioral problems in children with SLI. However, limited information exists on the situational specificity or stability of rating scales applied to this population. In Redmond and Rice (1998), we presented evidence of limited reliability and stability between ratings collected from teachers and parents during kindergarten and first grade. In this research report, we provide additional data on the same group of children over the early elementary period (kindergarten-second grade). The results indicate

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Amalia, Lia, and Riki Gunawan. "CODE SWITCHING USED BY ENGLISH TEACHER AT ISLAM TIRTAYASA JUNIOR HIGH SCHOOL (EIGHT GRADE)." Journal of English Language Teaching and Literature (JELTL) 4, no. 1 (2021): 16–34. http://dx.doi.org/10.47080/jeltl.v4i1.1225.

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Objective of this research is to explain the use of code switching by English teachers in classroom during learning activities. This research uses qualitative approach with a case study design, the research subject is an English teacher at Islam Tirtayasa Junior High School. Collecting data in this study using data display, data reduction and drawing conclusions. The focus of this research is the use of code switching by English teachers in online classroom during the learning process and the sub focus of the research is the types of code switching used by the English teacher and the reasons f

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Rudasill, Kathleen Moritz. "Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade." Early Childhood Research Quarterly 26, no. 2 (2011): 147–56. http://dx.doi.org/10.1016/j.ecresq.2010.07.002.

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Frazier, Denise K., and Anastasia M. Trekles. "Elementary 1:1 iPad Implementation: Successes and Struggles During the First Year." Journal of Educational Technology Systems 46, no. 4 (2017): 463–84. http://dx.doi.org/10.1177/0047239517737965.

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This mixed-method case study followed K-5 elementary teachers through their first year of 1:1 iPad adoption in one elementary school. All teachers in the school were surveyed in September and December 2015 and May 2016. Focus groups consisting of two teachers from each grade level were held during these same months. Teacher perceptions were gathered in regard to iPads in curriculum, management, differentiation, collaboration, assessment, and inquiry learning. Struggles during the first year included lack of professional development, rushed decisions made by administration, technical problems,

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Drame, Elizabeth R. "Sociocultural Context Effects on Teacher's Readiness to Refer for Learning Disabilities." Exceptional Children 69, no. 1 (2002): 41–53. http://dx.doi.org/10.1177/001440290206900103.

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The social context of the special education referral process is influenced by a number of variables. Demographic and perception data were collected from 63 first-through fifth-grade general education teachers from three Midwestern public school districts to determine the impact of sociocultural variables on teachers' perceptions of classroom behavior, management, and referral tendencies. Teacher, classroom, and school variables including teachers' perception of a learning disability, educational level, grade level, instructional practices, and prereferral intervention models significantly infl

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Özcan, Mehmet Fatih. "Turkish Language Teacher Metaphors of Pre-service Teachers According to Their Perceptions." Advances in Language and Literary Studies 10, no. 6 (2019): 72. http://dx.doi.org/10.7575/aiac.alls.v.10n.6p.72.

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The aim of this study is to determine the pre-service teachers' perceptions related to teacher / Turkish language teacher concepts through metaphors. The study group consists of first and fourth grade undergraduate students from Department of Turkish Language Teaching of Faculty of Education of Ağrı province and graduate students from Turkish Language Education in 2018-2019 academic years. The research data was collected with open ended questions. With the questions as “How do you think the concept teacher can be expressed with different words? Why?” related to teacher concept, “What is the fi

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Werner, Peter, and Judith Rink. "Case Studies of Teacher Effectiveness in Second Grade Physical Education." Journal of Teaching in Physical Education 8, no. 4 (1989): 280–97. http://dx.doi.org/10.1123/jtpe.8.4.280.

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The purpose of this study was to describe the teaching behaviors of four teachers who had varying degrees of expertise in working with second grade students and to improve the teachers’ effectiveness. Four experienced teachers were asked to teach a six-lesson unit in jumping and landing skills to an intact class of their choice. Students were pre- and posttested on their ability to produce and reduce force using a force platform and a jump for distance without the platform. OSCD-PE (Rink, 1979) was used to describe the more general aspects of the teachers’ content development and managerial sk

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Whitenack, Joy W., Nancy Knipping, Jenine Loesing, Ok-Kyeong Kim, and Abby Beetsma. "Starting off the School Year with Opportunities for All: Supporting First Graders' Development of Number Sense." Teaching Children Mathematics 9, no. 1 (2002): 26–31. http://dx.doi.org/10.5951/tcm.9.1.0026.

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One of the most pressing issues for classroom teachers is how to facilitate learning opportunities for all their students, especially at the beginning of each school year. Teachers are faced with new children, who have unique backgrounds and who bring different understandings to the classroom. Ms. Lee, a first-grade teacher, faced this challenge head on as she began implementing material on number sense in the first month of the school year with her twenty-one students.

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McIntosh, Angela Stephens, Anne Graves, and Russell Gersten. "The Effects of Response to Intervention on Literacy Development in Multiple-Language Settings." Learning Disability Quarterly 30, no. 3 (2007): 197–212. http://dx.doi.org/10.2307/30035564.

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This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade gains in oral reading fluency ( N = 111). Reading fluency data were examined in relation to ratings of literacy practices, including the degree to which Tier 1 alone or Tier 1 plus Tier 2-type instruction was implemented. The correlation between class

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Kaplan, Cindy. "Teacher to Teacher: The Tables Turn: Students Evaluate Their Mathematics Class." Mathematics Teaching in the Middle School 4, no. 3 (1998): 176. http://dx.doi.org/10.5951/mtms.4.3.0176.

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Near the end of the school year, our graduating eighth-grade students are required to fill out a questionnaire to evaluate their mathematics class. They do so anonymously. The first eleven statements require the stude nts to “strongly disagree,” “disagree,” “agree.” or “strongly agree.” Note that they are given no middle ground; students must agree or disagree to some extent.

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Smith, Sara Dawn. "Computer Attitudes of Teachers and Students in Relationship to Gender and Grade Level." Journal of Educational Computing Research 3, no. 4 (1987): 479–94. http://dx.doi.org/10.2190/wqkv-jhj7-ftnx-qkpl.

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The two studies reported here examined teachers' and students' Efficacy and Sex-typing attitudes toward computers in schools from contrasting settings. The first study analyzed computer attitudes of 491 participants (318 students, 173 teachers) in a district with an across-the-grades educational computing curriculum in place for almost two years. The second study assessed attitudes of 421 students and teachers (331 students, 90 teachers) in schools which were in the early stages of computer implementation. In the first study, there were significant differences in sense of Efficacy between teac

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