Journal articles: 'Psychology Educational psychology Teachers Education, Elementary'

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Kershner, Ruth. "Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?" International Journal of Educational Psychology 5, no. 2 (June 24, 2016): 112. http://dx.doi.org/10.17583/ijep.2016.2109.

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Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology’s perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through ‘scientific’ method in psychology. In this paper I discuss the relationship between inclusive education, dialogue and psychology, with a focus on the dialogic aspects of inclusive classroom pedagogy. I analyse how a group of eight early career primary (elementary) school teachers in England talk about inclusive pedagogy at the start their involvement in a one-year research project on this topic. Their conversation suggests the strong presence of psychological thinking, alongside the teachers’ other references to classroom practice, children’s rights and social identities. Conclusions are drawn about the need to include the heterogeneous field of psychology in the continuing dialogues of inclusive education, while also considering new forms of psychology for inclusive education.

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Schumm, Jeanne Shay, Sharon Vaughn, Diane Haager, Judith McDowell, Liz Rothlein, and Linda Saumell. "General Education Teacher Planning: What Can Students with Learning Disabilities Expect?" Exceptional Children 61, no. 4 (February 1995): 335–52. http://dx.doi.org/10.1177/001440299506100403.

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This in-depth study addressed the nature of general education teachers' planning for content area instruction for students with learning disabilities. Participants included 12 teachers, elementary through high school. Through interviews, classroom observations, teacher reflections, and surveys, we used the Flow of the Planning Process Model to investigate teachers' preplanning, interactive planning, and postplanning activities. Elementary general education teachers did more planning to include the needs of diverse students—and collaborated more with special education teachers—than did teachers at other levels. Other results indicated the extent of special help offered by teachers, as well as the pressures felt by teachers to cover the curriculum.

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Faridovna Dulmukhametova, Gulnara, Zarina Nailevna Sirazieva, Gulnara Faritovna Gali, Usova Svetlana Nicolaevna, and Dilbar Valievna Shamsutdinova. "PEDAGOGICAL REQUIREMENTS FOR THE IMPLEMENTATION OF DIFFERENTIATED APPROACH IN TEACHING ELEMENTARY SCHOOL CHILDREN." Humanities & Social Sciences Reviews 7, no. 6 (December 1, 2019): 495–99. http://dx.doi.org/10.18510/hssr.2019.7677.

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Purpose of the Study: The article describes the view of the authors on the model of the implementation of a differentiated approach in the training of elementary school children. Methodology: In the research the authors identify and systematize the pedagogical requirements for ensuring the sex differentiation in the education of elementary school children, together forming a meaningful model for implementing a gender approach to the educational process of primary school and including gender education for students, teachers, and parents. The authors analyze the category of sex differentiation in domestic and foreign pedagogy. Result: The authors theoretically describe the problem of implementing a differentiated approach in teaching elementary school children, and also substantiate the experimental work on testing the effectiveness of pedagogical conditions that interconnect and complement each other, forming a dynamic system that ensures the effective organization of the sex differentiation of elementary school children. Application and Novelty: Presented pedagogical requirements and model of a gender approach to the educational process can solve the age and gender problems of elementary school children and harmonize their relationships. Data of the article can be used not only in the educational process of elementary school but also at the lessons of such subjects as "Pedagogical psychology", "Developmental psychology", "Differential psychology" at the university. These requirements give the opportunity to prepare more qualified and competent psychologists and teachers for elementary school.

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Inman, Leah, and Nona Tollefson. "Elementary teachers' attitudes toward preassessment procedures." Psychology in the Schools 25, no. 3 (July 1988): 331–37. http://dx.doi.org/10.1002/1520-6807(198807)25:3<331::aid-pits2310250315>3.0.co;2-t.

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Isiksal, Mine, Joanne M. Curran, Yusuf Koc, and Cengiz S. Askun. "Mathematics Anxiety and Mathematical Self-Concept: Considerations in Preparing Elementary-School Teachers." Social Behavior and Personality: an international journal 37, no. 5 (August 1, 2009): 631–43. http://dx.doi.org/10.2224/sbp.2009.37.5.631.

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The purpose of this study was to explore the effects of type of educational system and years spent in teacher education programs on preservice teachers' mathematics anxiety and mathematical self-concept scores. The sample consisted of 234 American and 276 Turkish early childhood and elementary school preservice teachers. The Abbreviated Mathematics Anxiety Scale (AMAS; Hopko, 2003) was used to measure how anxious preservice teachers feel during a specific mathematics related event. In order to measure the mathematical self-concept of preservice teachers, the Experience with Mathematics Questionnaire (EMQ; Gourgey, 1982) was used. Regarding the effect of the educational system, results revealed that while the American preservice teachers had significantly higher anxiety scores, Turkish preservice teachers had significantly higher self-concept scores. Results supported previous findings emphasizing the negative relationship between mathematical anxiety and mathematical self-concept.

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Seo, Seonjin, Mary T. Brownell, Anne G. Bishop, and Mary Dingle. "Beginning Special Education Teachers' Classroom Reading Instruction: Practices That Engage Elementary Students with Learning Disabilities." Exceptional Children 75, no. 1 (October 2008): 97–122. http://dx.doi.org/10.1177/001440290807500105.

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Researchers conducted a study that examined the classroom reading practices of beginning special education teachers and each teacher's ability to promote student engagement. The researchers observed 14 beginning special education teachers over a 6-month period and identified the teachers as most engaging, highly engaging, moderately engaging, or low engaging. Through qualitative data analysis, researchers identified 4 themes related to instructional engagement that differentiated the teachers: instructional quality, responsiveness to student needs, socioemotional climate of the classroom, and student autonomy. Although the most engaging and highly engaging teachers were relatively consistent in demonstrating these themes, most other teachers were not. This article discusses these findings in light of previous research on beginning teachers and makes suggestions for additional research.

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Ikupu, Andrew, and Anne Glover. "Papua New Guinea Elementary Teacher Education: Mixed Mode Teacher Training for 16 000 Village Teachers." Australasian Journal of Early Childhood 27, no. 2 (June 2002): 39–45. http://dx.doi.org/10.1177/183693910202700208.

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Ensuring a suitable supply of teachers in a climate of major structural and curriculum reform is not an easy task. It is even more difficult when a teacher education program is being developed simultaneously with the implementation of a new education program. Add to this the challenge of empowering communities to become active contributors in curriculum development and teacher education activities. This paper describes a model of teacher education developed in Papua New Guinea to meet these challenges. It is a cost-effective model which provides an immediate supply of teachers and involves communities in the process. The paper highlights contextual aspects of the teacher education curriculum, assessment processes and facilitation of training activities. The content of the paper is organised into four sections. Presented in the first section, as a background to the paper, is a brief history of Papua New Guinea's education system. This is followed by a description of the Education Reform (including the new Elementary Education Program), as a backdrop to a discussion on the Elementary Teacher Education Program in the third section. Some emergent issues are presented as challenges in the fourth section.

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Gable, Robert A., Jo M. Hendrickson, Clifford C. Young, and Mohsen Shokoohi-Yekta. "Preservice Preparation and Classroom Practices of Teachers of Students with Emotional/Behavioral Disorders." Behavioral Disorders 17, no. 2 (February 1992): 126–34. http://dx.doi.org/10.1177/019874299201700202.

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A survey was conducted to identify and compare the perceptions of teachers of students with emotional and/or behavioral disorders and those of special teacher educators. The sample, 111 teachers and 25 teacher trainers (a) estimated the number of hours teachers spend weekly executing various responsibilities/competencies, (b) rated the importance of those competencies to teacher effectiveness, and (c) judged the adequacy with which teacher preparation programs are equipping teachers to carry out these responsibilities. Results reveal a general consistency between teachers and teacher educators along these three dimensions in relation to six competency areas: assessment, planning, instruction, behavior management, consulting, and administrative skills. Differences between teachers in self-contained and resource rooms, teachers of elementary versus junior/senior high school students, and those with 5 years or less and 6 years or more teaching experience are discussed.

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Sands, Deanna J., Lois Adams, and Donna M. Stout. "A Statewide Exploration of the Nature and Use of Curriculum in Special Education." Exceptional Children 62, no. 1 (September 1995): 68–83. http://dx.doi.org/10.1177/001440299506200106.

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This study reports the results of a statewide survey of the beliefs and practices, regarding curriculum, of 341 elementary and secondary special education teachers serving students with a variety of disabilities. Findings indicate that (a) teacher training in curriculum development occurs mostly on the job; (b) teachers want training in teaching compensatory skills and life skills; (c) teachers believe that the IEP constitutes the curriculum for students with disabilities; (d) teacher judgment primarily guides the content of classroom instruction; (e) teachers focus principally on academic remediation versus life-skill or other instruction; (f) curriculum focus varies little across service-delivery models, but does vary by grade level; and (g) minimal articulation of curriculum exists across grade levels.

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Dulmukhametova, Gulnara Faridovna, Zarina Nailevna Sirazieva, Gulnara Faritovna Gali, Usova Svetlana Nicolaevna, and Dilbar Valievna Shamsutdinova. "PEDAGOGICAL REQUIREMENTS FOR THE IMPLEMENTATION OF DIFFERENTIATED APPROACH IN TEACHING ELEMENTARY SCHOOL CHILDREN." Humanities & Social Sciences Reviews 7, no. 4 (September 18, 2019): 399–403. http://dx.doi.org/10.18510/hssr.2019.7453.

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Purpose of the Study: The article describes the authors’ view on the model of the implementation of a differentiated approach in the training of elementary school children. Methodology: In the research, the authors identify and systematize the pedagogical requirements for ensuring the sex differentiation in education of elementary school children, together forming a meaningful model for implementing a gender approach to the educational process of primary school and including gender education for students, teachers, and parents. The authors analyze the category of sex differentiation in domestic and foreign pedagogy. Result: The authors theoretically describe the problem of implementing a differentiated approach in teaching elementary school children, and also substantiate the experimental work on testing the effectiveness of pedagogical conditions that interconnect and complement each other, forming a dynamic system that ensures the effective organization of the sex differentiation of elementary school children. Application and Novelty: Presented pedagogical requirements and model of a gender approach to the educational process can solve the age and gender problems of elementary school children and harmonize their relationships. Data of the article can be used not only in the educational process of elementary school, but also at the lessons of such subjects as "Pedagogical psychology", "Developmental psychology", and "Differential psychology" at the university. These requirements give the opportunity

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Pereira, Nielsen. "Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale." Gifted Child Quarterly 65, no. 2 (January 27, 2021): 153–66. http://dx.doi.org/10.1177/0016986220985942.

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The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.

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Gage, Nicholas A., Terrance Scott, Regina Hirn, and Ashley S. MacSuga-Gage. "The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School." Behavioral Disorders 43, no. 2 (July 5, 2017): 302–15. http://dx.doi.org/10.1177/0198742917714809.

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Teachers’ classroom management practices have a direct impact on their students’ probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which teachers implemented evidence-based classroom management practices and whether there was a relationship between use of those teacher behaviors and students’ time engaged in instruction and rate of disruptions. Using latent class analysis, we identified four groups of teachers from 1,242 teacher–student dyads in 65 elementary schools, with one group of teachers demonstrating very low rates of classroom management practices. We then modeled the predictive relationship of being in classrooms with low rates of classroom management practices and student engagement and disruptive behavior within a multilevel framework. Results indicate that students in classrooms with low rates of classroom management practices were statistically significantly less engaged in instruction, whereas no differences in disruptions were found. The results are discussed within the context of prior research, students with or at risk for emotional and/or behavioral disorders, and study limitations.

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Hutton, Jerry B. "Evaluation Status, Educational Setting, and Behavior Ratings of Students with Serious Emotional Disturbance." Psychological Reports 77, no. 3 (December 1995): 1049–50. http://dx.doi.org/10.2466/pr0.1995.77.3.1049.

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60 students' files were randomly selected from a pool of 308 who were designated as seriously emotionally disturbed by their school districts. Analysis indicated that n = 30 students receiving their initial evaluations were rated more negatively by their special education and homeroom teachers than those 30 being reevaluated. Compared with the 60 special education teachers, more negative ratings were given by the 60 homeroom teachers. Elementary and secondary school placement did not significantly affect the behavior ratings.

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Jenkins, Joseph R., and Norma Leicester. "Specialized Instruction within General Education: A Case Study of One Elementary School." Exceptional Children 58, no. 6 (May 1992): 555–63. http://dx.doi.org/10.1177/001440299205800610.

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This study examined how classroom teachers in one elementary school approached the problem of designing specialized instruction for students with reading problems. We asked 12 teachers to rate their confidence in designing effective interventions and then to diagnose a student's reading problem, select an intervention, and implement it. Teachers were moderately confident about their ability to design effective interventions; but some teachers expressed doubts about how to proceed. Their approach to intervention differed somewhat from that of special education resource teachers. Some teachers experienced considerable difficulty in implementing the interventions they selected.

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Klingner, Janette K., Suzette Ahwee, Paola Pilonieta, and Rita Menendez. "Barriers and Facilitators in Scaling up Research-Based Practices." Exceptional Children 69, no. 4 (July 2003): 411–29. http://dx.doi.org/10.1177/001440290306900402.

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The purpose of this research was to “scale up” the implementation of four research-based practices in inclusive classrooms. Twenty-nine teachers from six elementary schools participated in a 2-week professional development program and received extensive follow-up support from researchers throughout the schoolyear. Our objective was to better understand the barriers and facilitators experienced by teachers determined to be high implementers (9), moderate implementers (9), and low implementers (11). Data sources included interviews, teacher logs, and classroom observations. Teachers across implementation levels lamented a lack of instructional time. Yet how teachers dealt with barriers differed. High-implementing (HI) teachers reported administrative support as their top facilitator, while five moderate-implementing (MI) teachers described a lack of administrative support. School effects were noted.

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Scruggs, Thomas E., Margo A. Mastropieri, Sheri L. Berkeley, and Lisa Marshak. "Mnemonic Strategies: Evidence-Based Practice and Practice-Based Evidence." Intervention in School and Clinic 46, no. 2 (October 22, 2010): 79–86. http://dx.doi.org/10.1177/1053451210374985.

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This article presents information on using mnemonic strategies to enhance learning and memory of students with mild disabilities. Different types of mnemonic strategies are described, including the keyword method, the pegword method, and letter strategies. Following this, a number of teachers describe their own applications of mnemonic strategies with students with learning disabilities, mild mental retardation, and emotional/behavioral disabilities. Content areas include elementary life science, secondary social studies and anatomy, elementary social studies, elementary reading vocabulary, and secondary SAT vocabulary. Finally, a middle school social studies teacher describes lessons learned from her extended experience with mnemonic strategies. A discussion of the theoretical foundations and empirical research support of mnemonic strategies also is provided.

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Newman, Joan, Pamela J. Brody, and Heather M. Beauchamp. "Teachers' attitudes and policies regarding play in elementary schools." Psychology in the Schools 33, no. 1 (January 1996): 61–69. http://dx.doi.org/10.1002/(sici)1520-6807(199601)33:1<61::aid-pits8>3.0.co;2-z.

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Noble, Betty, and Donald J. Dickinson. "Utility of school psychologists' recommendations: Perception of elementary teachers." Psychology in the Schools 25, no. 4 (October 1988): 412–18. http://dx.doi.org/10.1002/1520-6807(198810)25:4<412::aid-pits2310250409>3.0.co;2-c.

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Hosler, Allan M., and John Schmid. "Relating Factor Traits of Elementary, Secondary, and College Teachers." Journal of Experimental Education 53, no. 4 (July 1985): 211–15. http://dx.doi.org/10.1080/00220973.1985.10806384.

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Miwa, Shuhei, and Miki Toyama. "Relations Between Teachers’ Motivation and Elementary School Pupils’ Motivation:." Japanese Journal of Educational Psychology 69, no. 1 (March 30, 2021): 26–36. http://dx.doi.org/10.5926/jjep.69.26.

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Trepanier-Street, Mary L., Shannan McNair, and Mary M. Donegan. "The Views of Teachers on Assessment: A Comparison of Lower and Upper Elementary Teachers." Journal of Research in Childhood Education 15, no. 2 (June 2001): 234–41. http://dx.doi.org/10.1080/02568540109594963.

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Whittier, Kathleen S., and J. Scott Hewit. "Collaborative Teacher Education: The Elementary Education/Special Education Connection." Intervention in School and Clinic 29, no. 2 (November 1993): 84–88. http://dx.doi.org/10.1177/105345129302900205.

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Vitalone-Raccaro, Nancy A. "Revitalizing Strategy Instruction." Intervention in School and Clinic 53, no. 1 (March 10, 2017): 28–35. http://dx.doi.org/10.1177/1053451217692568.

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The national focus on teacher accountability and the resulting emphasis on raising the bar for teacher evaluations challenge teachers of students with learning disabilities (LD) to rethink instructional design and delivery. In response to these challenges, this article introduces a two-part protocol for planning and teaching strategy instruction to elementary education students with LD being educated in classrooms alongside their grade-level peers. The rationale, research background, detailed implementation information, and concrete examples of how the protocol was integrated into lesson planning are provided. The protocol is offered as a framework for teachers and schools looking to increase the effectiveness of instruction through the use of evidence-based methods.

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Gorrell, John J., Norman J. Bregman, Hunter A. McAllister, and Thomas J. Lipscomb. "An Analysis of Perceived Stress in Elementary and Secondary Student Teachers and Full-Time Teachers." Journal of Experimental Education 54, no. 1 (September 1985): 11–14. http://dx.doi.org/10.1080/00220973.1985.10806391.

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Keller, Cassandra L. "A New Twist on Spelling Instruction for Elementary School Teachers." Intervention in School and Clinic 38, no. 1 (September 2002): 3–7. http://dx.doi.org/10.1177/10534512020380010101.

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Reddy, Linda A., Gregory A. Fabiano, Christopher M. Dudek, and Louis Hsu. "Instructional and behavior management practices implemented by elementary general education teachers." Journal of School Psychology 51, no. 6 (December 2013): 683–700. http://dx.doi.org/10.1016/j.jsp.2013.10.001.

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Rothenbusch, Sandra, Thamar Voss, Jessika Golle, and Ingo Zettler. "Linking Teacher and Parent Ratings of Teacher-Nominated Gifted Elementary School Students to Each Other and to School Grades." Gifted Child Quarterly 62, no. 2 (January 30, 2018): 230–50. http://dx.doi.org/10.1177/0016986217752100.

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This study investigated teacher and parent ratings of teacher-nominated gifted elementary school students’ verbal abilities, mathematical abilities, deductive reasoning, creative thinking, and engagement, and connected these ratings to school grades. Teacher and parent ratings were compared with regard to accuracy levels and halo effects. Furthermore, this study explored the correlations between teacher and parent ratings and how they are related to school grades. The study was based on data from 572 elementary school students participating in an enrichment program. The results indicated the same accuracy levels for teachers and parents. However, teacher ratings were more strongly affected by halo effects than parent ratings. The correlations between teacher and parent ratings were small to medium. Both raters’ ratings were independently and positively associated with German grades when controlling for each other. Positive teacher or parent ratings of mathematical abilities and engagement buffered the relation between the other rater’s ratings and math grades.

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Fantuzzo, John W., Cynthia A. Rohrbeck, A. Dirk Hightower, and William C. Work. "Teachers' use and children's preferences of rewards in elementary school." Psychology in the Schools 28, no. 2 (April 1991): 175–81. http://dx.doi.org/10.1002/1520-6807(199104)28:2<175::aid-pits2310280213>3.0.co;2-k.

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Sadaf, Naila, and Afshan Huma. "Teachers’ Knowledge Regarding Children’s Health at the Elementary School Level." Revija za elementarno izobraževanje 14, no. 1 (March 24, 2021): 93–110. http://dx.doi.org/10.18690/rei.14.1.93-110.2021.

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This article is based on one of the research questions in a larger study that aimed to assess the impact of the school health program at elementary schools in Punjab, Pakistan. It explores whether the school health program was helpful in enhancing teachers’ knowledge regarding major health issues among school children - anaemia, iron deficiency, malnutrition, asthma and breathing problems, and seasonal illness. The study revealed some significant findings, which are discussed with reference to the previous literature; conclusions are reached and recommendations given to improve teachers’ knowledge and skills for improving school health.

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Brownell, Mary, Mary Theresa Kiely, Diane Haager, Alison Boardman, Nancy Corbett, James Algina, Mary Patricia Dingle, and Jennifer Urbach. "Literacy Learning Cohorts." Exceptional Children 83, no. 2 (November 5, 2016): 143–64. http://dx.doi.org/10.1177/0014402916671517.

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Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC, based on Desimone’s (2009) framework, included 2 days of initial PD with follow-up meetings, coaching, and video self-analysis. A comparison group received only 2 days of PD. Results of independent t tests and analyses of covariance indicated that LLC teachers demonstrated significant change in instructional time allotted to, and quality of, word study and fluency instruction. LLC teachers also made significantly greater gains on the fluency knowledge measure as compared with the comparison group, but they did not differ in word study knowledge. Hierarchical linear modeling analyses showed that students of LLC teachers made significantly greater gains on word attack skills and decoding efficiency than did students of teachers in the comparison group.

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UĞUR ERDOĞMUŞ, Feray. "How Do Elementary Childhood Education Teachers Perceive Robotic Education in Kindergarten? A Qualitative Study." Participatory Educational Research 8, no. 2 (April 1, 2021): 421–34. http://dx.doi.org/10.17275/per.21.47.8.2.

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Roberts, Clare, and Stephen Zubrick. "Factors Influencing the Social Status of Children with Mild Academic Disabilities in Regular Classrooms." Exceptional Children 59, no. 3 (December 1992): 192–202. http://dx.doi.org/10.1177/001440299305900303.

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This article discusses the development and evaluation of a model of social status which has implications for students both with and without mild academic disabilities in integrated classrooms. Behavioral data relating to peer social status were collected from peers, teachers, and independent observers for 97 students with disabilities and 97 without disabilities from the same regular elementary school classes. Path analysis indicated that teachers' attitudes toward integration were not related to the social status of the students with disabilities. However, teacher perceptions of academic behavior, peer perceptions of academic behavior, and peer perceptions of disruptive behavior were found to be related to social status for both groups of students.

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Green, Jennifer Greif, Javier Guzmán, Eleni Didaskalou, Allen G. Harbaugh, Noah Segal, and James LaBillois. "Teacher Identification of Student Emotional and Behavioral Problems and Provision of Early Supports: A Vignette-Based Study." Journal of Emotional and Behavioral Disorders 26, no. 4 (November 14, 2017): 225–42. http://dx.doi.org/10.1177/1063426617740879.

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Although teachers are in a key position to identify and support students with emotional and behavioral challenges, their provision of these supports is often inconsistent. The current study investigated patterns in teacher identification of student emotional and behavioral challenges, as well as their provision of supports. Participants were 172 elementary, middle, and high school teachers from a Northeastern school district who responded to two vignettes—one describing a female student with internalizing and one describing a male student with externalizing symptoms. Vignettes were randomized to be moderate or severe. Teachers rated concern for students and their likelihood of providing a series of responses and supports. Results indicated that teachers were more concerned about severe than moderate vignettes, and were more concerned about females with internalizing than males with externalizing symptoms. Middle school teachers rated vignettes as more concerning than elementary teachers, particularly the male externalizing vignette. Elementary teachers indicated that they would provide more classroom-based emotional/behavioral supports and specialty supports than middle and high school teachers; however, high school teachers more often indicated that they would reduce expectations and provide a referral for students. Implications and future research directions for work with teachers on identifying and supporting students are discussed.

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Stormont, Melissa, Wendy Reinke, and Keith Herman. "Teachers’ Characteristics and Ratings for Evidence-Based Behavioral Interventions." Behavioral Disorders 37, no. 1 (November 2011): 19–29. http://dx.doi.org/10.1177/019874291103700103.

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The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers’ agreement ratings for evidence-based and nonevidence-based behavior management practices for children with emotional and behavior needs, and whether specific teacher characteristics (educational level, amount of education and training using behavioral interventions, and position as a special or general educator) yielded differences in ratings. A survey was developed based on an extensive review of the literature in this area. The survey questions that were the main focus for this study were taken from an Institute for Educational Sciences practice guide. A total of 363 teachers of early childhood and elementary-age students served as participants. Overall, special educators had higher ratings for evidence-based practices and lower ratings for nonevidence-based practices than general educators’ ratings. Special educators also reported more confidence in their interventions. Graduate level of education was associated with lower ratings for nonevidence-based practices than undergraduate level. Teacher-rated level of training and education implementing behavior interventions was not associated with agreement with evidence or nonevidence-based practices. These findings are discussed.

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Bussing, Regina, Faye A. Gary, Christina E. Leon, Cynthia Wilson Garvan, and Robert Reid. "General Classroom Teachers’ Information and Perceptions of Attention Deficit Hyperactivity Disorder." Behavioral Disorders 27, no. 4 (August 2002): 327–39. http://dx.doi.org/10.1177/019874290202700402.

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The authors used survey methods to examine three sources of teachers’ ADHD information—exposure to students with ADHD, self-study, and formal ADHD training—as well as perceived teacher confidence in instructional tasks for successful inclusion of students with ADHD and perceived barriers to such instruction. Participants represented a random sample of general elementary classroom teachers in five school districts in a southeastern state (N = 365). Almost all teachers had taught at least one student diagnosed with ADHD in the last 2 years. Virtually all teachers had read at least one article, and about 60% had read a book about ADHD. Half of the teachers had received some preservice ADHD training during their education, and three fourths had received inservice training after graduation, mostly of a brief nature. Of the teachers surveyed, 94% wanted more ADHD training. Teachers expressed lowest confidence in their ability to manage stress related to instructing students with ADHD. Class size and time requirements of special interventions were rated as the greatest barriers. General education teachers should receive preservice and inservice ADHD training, including skill-based teaching, and stress management. Smaller class size and the allocation of resources are essential to ensure high-quality student education.

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Kiviet, Agnes M., and Andile Mji. "Sex Differences in Self-Efficacy Beliefs of Elementary Science Teachers." Psychological Reports 92, no. 1 (February 2003): 333–38. http://dx.doi.org/10.2466/pr0.2003.92.1.333.

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The Science Teaching Efficacy Belief Inventory developed by Riggs and Enoch was administered to 88 men and 112 women, elementary science teachers in the Eastern Cape, South Africa. Significant mean sex differences ( t = 4.55, p < .01) were observed on the Personal subscale but not on the General subscale. This result has major implications for education planners and administrators employing female teachers whose cultural and educational experiences may not have prepared them as well as their male peers for teaching science. It is concluded that female teachers need support to change their beliefs about self-efficacy regarding teaching science. The discussion also suggests possible directions for research.

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Snell, Martha E., and Rachel E. Janney. "Teachers' Problem-Solving about Children with Moderate and Severe Disabilities in Elementary Classrooms." Exceptional Children 66, no. 4 (June 2000): 472–90. http://dx.doi.org/10.1177/001440290006600403.

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This ethnographic study investigated the ways general and special education teachers and school staff worked to identify and solve their concerns about children with disabilities in their classrooms. Educators collaborated to resolve concerns by following problem-solving steps somewhat similar to traditional approaches. Teachers used this process (a) primarily during the school day whenever they had a free moment; (b) in pairs, small groups, or alone; and (c) repeated it until feasible solutions were determined. The demands of these teachers' jobs seemed to require that solutions be refined through repeated applications rather than developed optimally as a whole team before acting. These teachers' propensity for collaboration seemed motivated by their realization that cooperation was necessary to meet the educational needs of these children.

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Johnson, Bruce, and Joseph J. Stevens. "Student achievement and elementary teachers’ perceptions of school climate." Learning Environments Research 9, no. 2 (September 6, 2006): 111–22. http://dx.doi.org/10.1007/s10984-006-9007-7.

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Sakai, Makiko, and Yuki Kubota. "Factors Related to Help-Seeking Among Elementary School Teachers in Japan." Japanese Journal of Educational Psychology 67, no. 4 (December 30, 2019): 236–51. http://dx.doi.org/10.5926/jjep.67.236.

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Payne, Beverly D., and David A. Payne. "The Ability of Teachers To Identify Academically At-Risk Elementary Students." Journal of Research in Childhood Education 5, no. 2 (June 1991): 116–26. http://dx.doi.org/10.1080/02568549109594809.

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Cebrián-Robles, Daniel, Antonio-Joaquín Franco-Mariscal, and Ángel Blanco-López. "Preservice elementary science teachers’ argumentation competence: impact of a training programme." Instructional Science 46, no. 5 (January 23, 2018): 789–817. http://dx.doi.org/10.1007/s11251-018-9446-4.

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Bulgren, Jams A., and Judith J. Carta. "Examining the Instructional Contexts of Students with Learning Disabilities." Exceptional Children 59, no. 3 (December 1992): 182–91. http://dx.doi.org/10.1177/001440299305900302.

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This review of the literature examines how instructional contexts for elementary and secondary level students with learning disabilities have been studied in the past 10 years through a variety of methodological approaches and observation instruments. These studies employed some direct measure of classroom ecology, as well as some measure of the teacher or students' classroom behavior. Information included the time that students were engaged in different activities in different settings, interactions between teachers and students, and students ' classroom behavior.

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Floress, Margaret T., Lyndsay N. Jenkins, Wendy M. Reinke, and Lorena McKown. "General Education Teachers’ Natural Rates of Praise: A Preliminary Investigation." Behavioral Disorders 43, no. 4 (June 21, 2017): 411–22. http://dx.doi.org/10.1177/0198742917709472.

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Many studies have demonstrated that when teachers are trained to increase their use of praise, student misbehavior improves; however, few studies have examined teachers’ natural use of praise and no study has examined the relation between teachers’ natural use of praise and classroom behavior. The purpose of the current study was to examine general education teachers’ natural use of praise in elementary classrooms. One hundred forty direct behavioral observation hours were used to collect praise rates and student behavior across 28 general education classrooms (kindergarten to fifth grade). Across all grade levels, results suggest that teachers’ use of praise was low (grade-level mean rates ranging from 0.38 per minute in the fourth grade to 0.75 per minute in kindergarten) and teachers used general praise more frequently than behavior-specific praise (BSP). A significant, negative relation was found between off-task behavior and BSP ( r = −.37, p = .05), indicating that teachers who used more BSP tended to have less off-task behavior in their classrooms. Implications for training teachers to increase their use of BSP as a universal strategy are discussed.

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Hou, Yu-Ju, and Ming-Fang Hsieh. "Helping parents reexamine children’s emergent writing performance through parent–teacher portfolio sharing conferences." Australasian Journal of Early Childhood 44, no. 4 (November 21, 2019): 378–91. http://dx.doi.org/10.1177/1836939119870924.

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This study documented how the teacher conducted one-on-one portfolio sharing conferences with the parents to help them understand their children’s emergent writing performances. Data included the selection and analysis of children’s writing samples, parent–teacher conferences, and teacher interviews. The results indicated that parents’ perspectives on children’s writing reflect their concerns regarding their children’s transition to elementary education and limited understanding of emergent writing development. After the parent–teacher conferences, the parents demonstrated better understanding of emergent writing, became more confident about their children’s writing performance, and affirmed the benefits of parent–teacher sharing conferences. Lastly, the study increased teachers’ understanding about parents’ perspectives and improved the teacher–parent relationship.

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Epanchin, Betty C., and Mary Sue Rennells. "Parents' and Teachers' Sensitivity to Unhappiness Reported by Undercontrolled Children." Behavioral Disorders 14, no. 3 (May 1989): 166–74. http://dx.doi.org/10.1177/019874298901400301.

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The primary purpose of this study was to investigate parents' and teachers' sensitivity to the unhappiness and depression of 110 elementary-aged undercontrolled children being treated in an inpatient program. Sensitivity was operationally defined as congruence between the child's responses on two self-report measures (Children's Depression Inventory and Hopelessness Scale for Children) and the adults' behavioral ratings of the children on behavior checklists (Child Behavior Checklist and Teacher Report Form). The first hypothesis that children's self-reports of depressive symptoms would not be significantly correlated with parents' and teachers' ratings of depressive symptomatology was supported. Secondly, it was hypothesized that there would be no differences in the level of self-reported depressive symptoms when children who were rated as depressed by their parents and teachers were compared with children rated as not depressed by their parents and teachers. This was also supported. Finally, it was hypothesized that children who reported significant levels of depressive symptomatology would be rated by their parents and teachers as having more behavior problems than children who did not report significant levels of depressed symptomatology. This was partially supported. The implications of these results in relation to identification and treatment are discussed.

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Corkum, Penny, Nezihe Elik, Pamela A. C. Blotnicky-Gallant, Melissa McGonnell, and Patrick McGrath. "Web-Based Intervention for Teachers of Elementary Students With ADHD: Randomized Controlled Trial." Journal of Attention Disorders 23, no. 3 (September 11, 2015): 257–69. http://dx.doi.org/10.1177/1087054715603198.

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Objective: To test the acceptability, satisfaction, and effectiveness of a web-based intervention for teachers of elementary school–aged children with ADHD. Method: Elementary classroom teachers (N = 58), along with their students with ADHD, participated in a randomized controlled trial. The program consisted of six sessions that included evidence-based intervention strategies for reducing ADHD symptoms and impairment in the classroom setting. Teachers also had access to a moderated Discussion Board and an online ADHD coach. Questionnaire data were electronically collected from teachers and parents pre-intervention, post-intervention (6 weeks), and after an additional 6-week follow-up. Results: Intent-to-treat analyses found significant improvements based on teacher (but not parent) reports of core ADHD symptoms and impairment for the Teacher Help for ADHD treatment group. Teachers reported a high level of acceptability and satisfaction. Conclusion: Web-based ADHD interventions have the potential to reduce the barriers to treatment utilization and implementation that are common problems for school-based ADHD interventions.

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Kerdid Simbolon, Chontina Siahaan, Erni Murniarti,. "Readiness Level of Parents as Student Guide in Online Learning." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5995–6007. http://dx.doi.org/10.17762/pae.v58i2.3077.

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During the Covid-19 Pandemic, all school activities are carried out at home, including teaching and learning processes ranging from the student of Elementary, Junior High, and Senior High. Even universities in Jakarta. The teacher's job is to teach at school, now turning to parents to accompany their children to study at home. Parents' responsibilities increase and work at home, coupled with children's assistance with online or online systems. Before the Covid-19 Pandemic, the problem of teaching children was fully handed over to teachers in schools. However, after the Covid-19 Pandemic, responsible children learn to turn to parents at home who are not necessarily ready to play a role as a substitute for teachers. The problem in this study is how the readiness of parents to accompany children in online learning? The theory used is the theory of CMC (Computer-Mediated Communication). This research's informant comprises elementary, junior high, and high school children who accompany children to learn online selected by random sampling. This research method is descriptive quantitative that describes parents' readiness level as a companion of children to study online. The results showed that 96% of parents are very ready to accompany children to learn online, 92% instruct children to learn online according to the schedule of learning at school, 82% of parents do not understand the children's lessons, and 16% of parents become grumpy accompanying learning and 47% become stressed. Dan Chen, L., & Chen, L. (2016). In an e-learning environment, students are responsible for their own studies and actively participate in managing the learning process. It is recommended when the teacher gives the assignment to the child, accompanied by how to do it on a gadget or notebook to follow.

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Ciullo, Stephen, and Linda Mason. "Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students With Learning Disabilities." Intervention in School and Clinic 52, no. 5 (December 5, 2016): 287–94. http://dx.doi.org/10.1177/1053451216676801.

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Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide evidence-based writing instruction that will provide readiness for middle school writing. In this article, three key writing standards are highlighted and then paired with an evidence-based instructional approach for teaching genre-based (i.e., informative, persuasive, narrative) writing instruction, revising and editing, and note taking to students with LD. Teaching procedures and resources are included.

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Bibou-Nakou, I., G. Kiosseoglou, and And A. Stogiannidou. "Elementary teachers' perceptions regarding school behavior problems: Implications for school psychological services." Psychology in the Schools 37, no. 2 (March 2000): 123–34. http://dx.doi.org/10.1002/(sici)1520-6807(200003)37:2<123::aid-pits4>3.0.co;2-1.

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Davis, Heather A. "The Quality and Impact of Relationships between Elementary School Students and Teachers." Contemporary Educational Psychology 26, no. 4 (October 2001): 431–53. http://dx.doi.org/10.1006/ceps.2000.1068.

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Journal articles on the topic 'Psychology Educational psychology Teachers Education, Elementary'

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