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Journal articles on the topic 'Teacher screeners'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Gregory, Kyomi D., and Janna B. Oetting. "Classification Accuracy of Teacher Ratings When Screening Nonmainstream English-Speaking Kindergartners for Language Impairment in the Rural South." Language, Speech, and Hearing Services in Schools 49, no. 2 (2018): 218–31. http://dx.doi.org/10.1044/2017_lshss-17-0045.

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PurposeWe compared teacher ratings as measured by the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson, McCabe, & Sprague, 2001, 2003) and Children's Communication Checklist–Second Edition (CCC-2; Bishop, 2006) to 2 established screeners, the Part II of the Diagnostic Evaluation of Language Variation–Screening Test (DELV-ST-II; Seymour, Roeper, & de Villiers, 2003) and Dynamic Indicators of Basic Early Literacy Skills–Next (DIBELS; Good, Gruba, & Kaminski, 2009), and then examined whether teacher ratings alone or when combined with the DELV-ST-II or DIBELS accurately

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Gardner, Shari L., and Stephanie M. Curenton. "Conversation Compass© Communication Screener: a conversation screener for teachers." Early Child Development and Care 187, no. 3-4 (2016): 487–97. http://dx.doi.org/10.1080/03004430.2016.1246443.

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Lambert, Matthew C., Stacy-Ann A. January, and Corey D. Pierce. "Latent Structure of Scores From the Emotional and Behavioral Screener." Journal of Psychoeducational Assessment 36, no. 3 (2016): 249–60. http://dx.doi.org/10.1177/0734282916676130.

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The Emotional and Behavioral Screener (EBS) is a recently developed teacher-reported brief screening instrument for identifying students who are at-risk of an emotional or behavioral disorder (EBD). Although prior research supports the technical adequacy of scores from the EBS, there is a gap in the literature regarding strong evidence of the factor structure underlying EBS scores. This study investigated the latent structure of scores from the EBS in a sample of 646 elementary students who were rated by their teachers in a 2-week screening period. Single-factor confirmatory factor analysis (C

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Kilgus, Stephen P., Nathaniel P. von der Embse, Amanda N. Allen, Crystal N. Taylor, and Katie Eklund. "Examining SAEBRS Technical Adequacy and the Moderating Influence of Criterion Type on Cut Score Performance." Remedial and Special Education 39, no. 6 (2018): 377–88. http://dx.doi.org/10.1177/0741932517748421.

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The purpose of this study was to evaluate the internal consistency reliability, validity, and diagnostic accuracy of Social, Academic, and Emotional Behavior Risk Screener–Teacher Rating Scale (SAEBRS) scores. Teachers ( n = 68) universally screened 1,242 elementary students using two measures: the SAEBRS and the Behavioral and Emotional Screening System (BESS). Multilevel analyses indicated that although SAEBRS scores were internally consistent at the overall level, reliability suffered for certain SAEBRS scores at the between-group (classroom) level. Multilevel correlational analyses reveale

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Hidayat, Wahyu Diantoro. "Kompetensi Pedagogik Guru Dalam Menggunakan Media Pembelajaran Di Madrasah Ibtidaiyah, Studi Kasus Di MIN Jejeran." Ulumuddin : Jurnal Ilmu-ilmu Keislaman 8, no. 1 (2018): 35–48. http://dx.doi.org/10.47200/ulumuddin.v8i1.172.

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Learning media is very important to be used by teachers to make it easier for students to understand what is conveyed by the teacher and its learning goals expected. The media used by teachers at State Islamic Primary School (MIN) Jejeran are LCD (Liquid Crystal Display), projector screens, subject books, Student Worksheets (Student Worksheets), Power points, Main Manager, Ms. Word and the environment that is set-up in such a way that can be used as a medium in learning.

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Shaked, Haim. "Ensuring Teachers’ Job Suitability: A Missing Component of Instructional Leadership." Journal of School Leadership 29, no. 5 (2019): 427–47. http://dx.doi.org/10.1177/1052684619858837.

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Instructional leadership can be defined as an educational leadership approach whereby the school principal is involved in a wide range of activities aiming to improve teaching and learning for all students. Surprisingly, the literature about instructional leadership practices has not mentioned school leaders’ practices for hiring appropriate teachers and for determining whether existing teachers are the “right people” for the job. This suggests that instructional leaders are not necessarily expected to ensure that the right people are on board. The current study’s goal was to explore principal

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Dahlqvist, Claes. "Information-seeking behaviours of teacher students: A systematic review of qualitative methods literature." Education for Information 37, no. 3 (2021): 287–313. http://dx.doi.org/10.3233/efi-200448.

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Teachers are the key to an inclusive and quality education for all. Therefore, training teachers and teacher students and understanding how they learn, including information-seeking behaviours, is crucial. This systematic literature review explores the observed research gap regarding teacher students’ affective information-seeking behaviours. Of specific interest is the research practice context. Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guided the review process. Searches were conducted in three key research databases and resulted in 1006 references. Abstract

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Hui, Xie Guo. "A Traditional Chinese Medicine (TCM) Based Screener for Autistic Spectral Symptoms." Asian Journal of Interdisciplinary Research 2, no. 3 (2019): 97–107. http://dx.doi.org/10.34256/ajir1938.

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Unlike most of the autism screeners that use the classical triad of impairments in social interaction, communication and stereotyped behaviors to identify autism, the present screener is based on the yin-yang concept of dualism relying on the eight principles of the Chinese Traditional Medicine (TCM) to understand autism. Though not validated yet, it can still be used as an alternative screening tool by parents, teachers and other interested parties, such as the TCM practitioners, to make an initial identification of someone displaying prodromal autistic spectral symptoms, ranging from one end

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Chudiwal, Ratnaprabha, and Neeraj Kumar. "Job Stress in Physiotherapy Teachers During COVID-19 Pandemic: A Survey." International Journal of Physiotherapy and Research 9, no. 4 (2021): 3895–99. http://dx.doi.org/10.16965/ijpr.2021.139.

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Background: Stress can affect a person in every day of life, in work, home etc. all the jobs can cause stress in varying degree. Related to work, such as teaching and jobs can cause more stress. Teacher stress has been defined as the experience by a teacher of negative, unpleasant three emotions such as the tension, anger, and depression as a result of some aspect of their work as a teacher. Methodology: A simple random sampling of 500 participants were included all over the India, from which 211 participants responded through google forms that were created and distributed through various soci

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Silvana, Rini. "CAPITALIZING ON LEAD IN STAGE TO NURTURE CRITICAL THINKING: AN ATTEMPT TO COMBAT FAKE NEWS FOR SCREENAGERS." Wawasan: Jurnal Kediklatan Balai Diklat Keagamaan Jakarta 1, no. 2 (2020): 47–53. http://dx.doi.org/10.53800/wawasan.v1i2.32.

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The study aims at improving critical thinking skill of screenagers – students who frequently face their smartphone screens – to be more critical consumers of information in the Internet era. Technological advances have made the instantaneous access to information possible. However, valid information exists in the same context as the fake ones. The challenge now appears to be abilities to distinguish valid and fake information. Using a 10-minute critical thinking activities during the lead in stage as the action, the research explores how integrating critical thinking and problem solving in dai

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DiMartino, Nicholas A., and Susan M. Schultz. "Students and Perceived Screen Time: How Often Are Students in a Rural School District Looking at Screened Devices?" Rural Special Education Quarterly 39, no. 3 (2020): 128–37. http://dx.doi.org/10.1177/8756870520921638.

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As technology advances across the United States, schools should consider not only the benefits of using screened devices but also the short- and long-term effects on student health. Both the positive and negative effects of using devices are often intensified for students in rural schools, as online learning and the use of e-therapy becomes more prevalent. The purpose of this study was to investigate stakeholders’ perceptions of device use in one eighth-grade cohort in a rural school, differences between device use by students with and without disabilities, and to provide an awareness of stude

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Hendricks, Alison Eisel, and Carolyn Jimenez. "Teacher Report of Students' Dialect Use and Language Ability." Language, Speech, and Hearing Services in Schools 52, no. 1 (2021): 131–38. http://dx.doi.org/10.1044/2020_lshss-19-00113.

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Purpose For many school-age children, teachers are the first professionals to refer for speech/language services. However, many speech-language pathologists note that students without language disorders who speak non–mainstream American English (NMAE) dialects are referred to speech/language evaluation. This research note presents results of a preliminary study exploring teachers' ability to report student dialect use and how teacher reports of language ability depend on their perception of the student's dialect use. Method Teachers completed a brief two-question survey about students' dialect

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Dalia, Nasvytienė, and Brandišauskienė Agnė. "The empirical validation of cognitive domain characteristics in the gifted screening checklist." Gifted Education International 29, no. 2 (2012): 199–210. http://dx.doi.org/10.1177/0261429411435107.

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The identification of gifted children is an interactive procedure consisting of two consecutive steps – screening for above-average cognitive abilities, followed by their monitoring. Teacher nomination is among the most widely used methods of screening. However, it is not free from bias. The analysis of screening criteria is of prime importance for gifted education. The aim of our study was to assess the criterion-related validity of the checklist for outstanding cognitive characteristics suggested by Clark (2008). Eighty-three teachers screened for giftedness 1230 children in 6- to 9-grades.

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Giacomino, Katia, Rahel Caliesch, and Karl Martin Sattelmayer. "The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression." PeerJ 8 (October 9, 2020): e10129. http://dx.doi.org/10.7717/peerj.10129.

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Background Acquisition of procedures is an important element in health professions education. Traditionally procedures are taught using a “see one - do one” approach. That is a teacher demonstrates and describes a procedure and afterwards the students practice the procedure. A more recent teaching approach for the acquisition of procedural skills was presented by Walker and Peyton. Peyton’s teaching approach is a stepwise teaching approach and consists of the following four steps: demonstration, deconstruction, comprehension and performance. The aims of this study were (i) to systematically ev

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von der Embse, Nathaniel P., Stephanie Iaccarino, Ariel Mankin, Stephen P. Kilgus, and Eran Magen. "Development and Validation of the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale." Assessment for Effective Intervention 42, no. 3 (2016): 186–92. http://dx.doi.org/10.1177/1534508416679410.

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School systems are the primary providers for the increasing number of children with mental health needs. School-based universal screening offers a valuable way to identify children that would benefit from school-based mental health services. However, many existing screening systems rely on teacher ratings alone and do not incorporate student self-ratings. The current study evaluates the psychometric properties of the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale (SAEBRS-SRS), a new 20-item multidimensional universal screener intended to provide assessment data on

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Parra, Gerby, and Emily Tan. "Teachers' Physical Activity: A Necessity for Stability of Schools' Culture During the COVID-19 Pandemic." International Journal for Innovation Education and Research 9, no. 4 (2021): 183–91. http://dx.doi.org/10.31686/ijier.vol9.iss4.3039.

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The recent COVID-19 outbreak has caused confusion and uncertainty to many educational organizations worldwide, forcing school leaders to weave through many school priorities. As schools take on online teaching, teachers were compelled to sit on their chairs, interacting with students using the screens for more than four hours every day. This has resulted in a decrease in physical activity, affecting their health and quality of teaching. Unfortunately, the dichotomy is as teachers care for their students' physical and mental health, teachers' physical well-being is not a priority in most school

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Kamphaus, Randy W., Jennifer S. Thorpe, Anne Pierce Winsor, Anna P. Kroncke, Erin T. Dowdy, and Meghan C. VanDeventer. "Development and Predictive Validity of a Teacher Screener for Child Behavioral and Emotional Problems at School." Educational and Psychological Measurement 67, no. 2 (2007): 342–56. http://dx.doi.org/10.1177/00131644070670021001.

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Liu, Jin, Yin Burgess, Christine DiStefano, Fan Pan, and Ning Jiang. "Validating the Pediatric Symptoms Checklist–17 in the Preschool Environment." Journal of Psychoeducational Assessment 38, no. 4 (2019): 460–74. http://dx.doi.org/10.1177/0734282919828234.

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In the Response to Intervention framework, a psychometrically sound screening tool is essential for identification of children with emotional and behavioral risk. The purpose of this study was to examine the validity of the Pediatric Symptom Checklist–17 (PSC-17) screener in school-based settings. Forty-four teachers rated 738 preschoolers using the PSC-17; children were later assessed using long forms of the Behavior Assessment System for Children (BASC-2) Preschool form or the Achenbach System of Empirically Based Assessment (ASEBA) Caregiver–Teacher Report Form to identify emotional and beh

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Mantzicopoulos, Panayota Y., and Delmont Morrison. "Early Prediction of Reading Achievement." Remedial and Special Education 15, no. 4 (1994): 244–51. http://dx.doi.org/10.1177/074193259401500406.

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The present study examined the early profiles of students who were screened for learning difficulties with search (Silver & Hagin, 1981), an early identification measure, and were found to be adequate or inadequate readers at the end of second grade. In order to gain insight into the problem of inaccurate classifications of atrisk status at kindergarten, this study investigated students' performance on cognitive measures and behavior problems, as well as socioeconomic background and teacher predictions of learning difficulties. Our results indicated that search tends to underidentify as no

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Stormont, Melissa A., Aaron M. Thompson, Keith C. Herman, and Wendy M. Reinke. "The Social and Emotional Dimensions of a Single Item Overall School Readiness Screener and its Relation to Academic Outcomes." Assessment for Effective Intervention 42, no. 2 (2016): 67–76. http://dx.doi.org/10.1177/1534508416652070.

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The purpose of the study was to examine the relations among a single item school readiness screener, social/emotional ratings, and academic performance. A prior study found that single item kindergarten readiness ratings completed in the fall predicted end-of-year academic and behavior outcomes even after controlling for baseline scores. Here, we attempted to extend these findings by using a single overall readiness item, an expanded rating scale for the item, and a comparison with other social and emotional ratings provided by teachers. Fifty-five teachers in 18 elementary school sites comple

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Волкова, Светлана, and Svetlana Volkova. "The Idea of "Life in the World" in the Space of Education." Scientific Research and Development. Socio-Humanitarian Research and Technology 6, no. 4 (2017): 33–38. http://dx.doi.org/10.12737/article_5a2e6b07ab0a42.03612308.

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The article is devoted to the comprehension of the philosophical and methodological foundations of the theory and practice of education. The focus is on the phenomenology of the "vital world" (E. Husserl) and "being-in-the-world" (M. Heidegger). Implantation of these phenomenological ideas into the fabric of educational discourseserves the purpose of revealing the possibilities of phenomenology in the study of the educational space. The subject of the study is the everyday educational reality, as well as those meanings and meanings that have a reality in the mind of the teacher and student. Pa

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Stormont, Melissa, Keith C. Herman, Wendy M. Reinke, Kathleen R. King, and Sarah Owens. "The Kindergarten Academic and Behavior Readiness Screener: The utility of single-item teacher ratings of kindergarten readiness." School Psychology Quarterly 30, no. 2 (2015): 212–28. http://dx.doi.org/10.1037/spq0000089.

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Spears, Barbara, Phillip Slee, Larry Owens, and Bruce Johnson. "Behind the Scenes and Screens." Zeitschrift für Psychologie / Journal of Psychology 217, no. 4 (2009): 189–96. http://dx.doi.org/10.1027/0044-3409.217.4.189.

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This qualitative study explores the human dimension of two subtypes of bullying in an Australian schooling context. Individuals’ knowledge, understanding, and experiences of covert (behind the scenes) and cyber (behind the screens) bullying were explored through stories of what has actually been occurring in and around their schools. Participants were adolescent students (n = 20), teachers (n = 10) and school counselors (n = 6) from a variety of schools across Adelaide, South Australia. They recounted stories about covert and cyberbullying from their social networks and schooling contexts, giv

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Hartman, Kelsey, Frank M. Gresham, and Shelby Byrd. "Student Internalizing and Externalizing Behavior Screeners: Evidence for Reliability, Validity, and Usability in Elementary Schools." Behavioral Disorders 42, no. 3 (2017): 108–18. http://dx.doi.org/10.1177/0198742916688656.

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Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the technical adequacy and usability of two universal screening measures, the Student Internalizing Behavior Screener (SIBS) and the Student Externalizing Behavior Screener (SEBS). Findings provided evidence for the reliability, concurrent validity, short-term

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Gultekin, Harun, and Margaret Dougherty. "The Relationship between Servant Leadership Characteristics of School Teachers and Students’ Academic Achievement." Journal of Ethnic and Cultural Studies 8, no. 2 (2021): 276. http://dx.doi.org/10.29333/ejecs/698.

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This study is a quantitative non-experimental design to explore the relationships between servant leadership characteristics of teachers and academic achievement of students in selected public schools. The purpose of this research was to explore the relationships between servant leadership characteristics of school teachers and students’ academic achievement in selected public schools. The hypothesis for this study was that, in the selected schools, the servant leadership of school teachers positively affects students’ academic achievement. The data collected in fifteen public schools located

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Erickson, Megan, and Frank Gresham. "Measuring Teachers’ Perceptions of Student Behavior Using the Systematic Screening for Behavior Disorders in Middle School Students." Journal of Emotional and Behavioral Disorders 27, no. 2 (2018): 119–28. http://dx.doi.org/10.1177/1063426618763110.

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Universal screening serves to identify students at risk for emotional and behavioral difficulties while their behavior is still amenable to treatment. However, there are few universal screeners available for middle school students who may be at heightened risk for developing emotional and behavioral difficulties due to major academic and social challenges. The Systematic Screening for Behavior Disorders (SSBD), often considered the gold standard for behavior screeners, was recently validated for use in middle schools. However, there is little research on the reliability and validity of the SSB

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Whitley, Samuel F., and Yojanna Cuenca-Carlino. "Examining the Technical Adequacy of the Social, Academic, and Emotional Behavior Risk Screener." Assessment for Effective Intervention 46, no. 1 (2019): 67–75. http://dx.doi.org/10.1177/1534508419857225.

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Many schools attempt to identify and service students at risk for poor mental health outcomes within a multi-tiered system of support (MTSS). Universal screening within a MTSS requires technically adequate tools. The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) has been put forth as a technically adequate screener. Researchers have examined the factor structure, diagnostic accuracy, criterion validity, and internal consistency of SAEBRS data. However, previous research has not examined its temporal stability or replicated the criterion validity results with a racially/ethnic

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Lessler, Justin, M. Kate Grabowski, Kyra H. Grantz, et al. "Household COVID-19 risk and in-person schooling." Science 372, no. 6546 (2021): 1092–97. http://dx.doi.org/10.1126/science.abh2939.

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In-person schooling has proved contentious and difficult to study throughout the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic. Data from a massive online survey in the United States indicate an increased risk of COVID-19–related outcomes among respondents living with a child attending school in person. School-based mitigation measures are associated with significant reductions in risk, particularly daily symptoms screens, teacher masking, and closure of extracurricular activities. A positive association between in-person schooling and COVID-19 outcomes persists at low

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Warmbold-Brann, Kristy, Melissa A. Maras, Joni W. Splett, Marissa Smith-Millman, Hannah Dinnen, and Paul Flaspohler. "Examining the Long-Term Stability of a Strengths-Based Screener Over 2 Years." Journal of Psychoeducational Assessment 36, no. 8 (2017): 767–81. http://dx.doi.org/10.1177/0734282917720564.

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The success of universal screening for effective school mental health programs is dependent on the availability of usable measures as well as empirically based recommendations for use. The current study examined the long-term stability of a strengths-based social-emotional screening tool, the Devereux Student Strengths Assessment-Mini (DESSA-Mini). Elementary teachers rated students ( N = 273; kindergarten and first grade at Time 1) 3 times per year over 2 years to identify students for early intervention. Stability coefficients were moderate to large for continuous and categorical data but lo

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Schlaht, Dell H. "Local staff enhances service delivery." Rural Special Education Quarterly 8, no. 1 (1987): 32–33. http://dx.doi.org/10.1177/875687058700800107.

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This article describes how the Blackfeet Head Start Program in north-central Montana utilized professional to train local residents as screeners and home trainers. The training is structured to provide specific intervention strategies and family support. The numbers of handicapped children and their families who receive services has increased as a result of using local home trainers and teachers as direct care providers.

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Conklin, Marie, and Dharma Jairam. "The Effects of Co-Teaching Zones of Regulation on Elementary Students’ Social, Emotional, and Academic Risk Behaviors." Advanced Journal of Social Science 8, no. 1 (2021): 171–92. http://dx.doi.org/10.21467/ajss.8.1.171-192.

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Student misbehavior is a significant concern in the current classroom. Teachers nationwide have implemented several approaches to reduce student misbehavior, including School-wide Positive Behavior Interventions and Supports (PBIS) and co-teaching. However, since misbehaver still disrupts learning, research is still needed to find a classroom intervention that will reduce misbehavior in a classroom to prevent students from under achieving, disruption of peers’ learning and teacher burnout. Zones of Regulation focuses on self-regulation, while addressing sensory processing, executive functionin

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Karr, Justin E., Michelle Y. Kibby, Audreyana C. Jagger-Rickels, and Mauricio A. Garcia-Barrera. "Sensitivity and Specificity of an Executive Function Screener at Identifying Children With ADHD and Reading Disability." Journal of Attention Disorders 25, no. 1 (2018): 134–40. http://dx.doi.org/10.1177/1087054718763878.

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Objective: This study evaluated the sensitivity/specificity of a global sum score (GSS) from the Behavior Assessment System for Children, Second Edition, Executive Function screener (BASC-2-EF) at classifying children with/without ADHD and/or reading disability (RD). Method: The BASC-2 Teacher/Parent Rating Scales (TRS/PRS) were completed for children (8-12 years old; 43.1% female) with no diagnosis ( n = 53), RD ( n = 34), ADHD ( n = 85), co-morbid RD/ADHD ( n = 36), and other diagnoses ( n = 15). Receiver operating characteristic (ROC) curve analyses evaluated the sensitivity/specificity of

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Barbarin, Oscar, Aline Hitti, and Jeffrey Brown. "Assessing the Severity of Concerns About Preschool Children’s Self-Regulation of Attention, Behavior, and Emotions Using the ABLE Universal Screener: A Rasch Analysis." Journal of Emotional and Behavioral Disorders 28, no. 3 (2019): 167–79. http://dx.doi.org/10.1177/1063426619864932.

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Discerning the seriousness of socioemotional symptoms in young children can be difficult. To address this issue, the Attention, Behavior, Language, and Emotions (ABLE) universal behavioral health screener uses a rubric for severity that includes indicators of problem duration, impairment, generalizability, exacerbation, persistence, peer comparison, and need for professional intervention. This report examines whether this rubric can be treated as a unidimensional scale across respondents and problem types and streamlined for more efficient screening. Head Start teachers and parents ( N = 2,643

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Duek, Carolina, and Marina Moguillansky. "Children, digital screens and family: parental mediation practices and gender." Comunicação e Sociedade 37 (June 29, 2020): 55–70. http://dx.doi.org/10.17231/comsoc.37(2020).2407.

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The objective of this article is to explore the gendered characteristics of digital parenting and parental mediation through a qualitative study developed with families and children in Argentina. Diverse typologies have recently been elaborated to better understand parental mediation of digital screens. Quantitative studies have correlated different styles of parental mediation with sociodemographic variables and have also assessed their effectiveness in preventing several online risks. In this paper we use qualitative data from a research developed using the tech

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Slameto, S. "CRITICAL THINKING AND ITS AFFECTING FACTORS." Jurnal Penelitian Humaniora 18, no. 2 (2017): 1. http://dx.doi.org/10.23917/humaniora.v18i2.5187.

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The objectives of this research were to measure the success rate achieved by the alumni of Open/Distance Learning (O/DL), the Bachelor Education In-service Teachers Program (BEITP), Staya Jacana Christian University(SWCU), Salatiga in their critical thinking habit that lead to their success, and to find factors which determined their critical thinking habit. The factors concerned were student factor (learning motivation, alumni’s readiness to enter ICT community, prerequisite) or teacher factor (teacher’s ability in creating and using a new instructional context). This quantitative research be

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Schloss, Patrick J., and Cynthia N. Schloss. "Attributional Consistency in CAI Tutorials." Journal of Educational Technology Systems 14, no. 4 (1986): 317–25. http://dx.doi.org/10.2190/g72h-94up-0rme-q9vv.

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This article introduces the concept of attributional consistency in CAI tutorials. Attributional consistency insures that the major elements of a tutorial (e.g., presentation, interaction and correction/feedback screens) correspond with the performance attribute specified in the objective (e.g., discriminate, describe, demonstrate, and depict graphically). Guidelines for establishing attributional consistency for teacher-made tutorials are presented.

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Whitenack, Joy W., Nancy Knipping, Sue Novinger, Linda Coutts, and Barbara Reys. "Promising Research, Programs, and Projects: Using Technology to Foster Teachers’ Reflections about Children's Arithmetical Thinking." Teaching Children Mathematics 4, no. 8 (1998): 484–87. http://dx.doi.org/10.5951/tcm.4.8.0484.

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Twenty-eight primary-grade teachers, working in pairs, stared intently at the screens of their computers as they watched a CD-ROM containing QuickTime movie excerpts of students responding to mathematical tasks during an interview.

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Coman, Paul Edmund. "Screens of disorder: English cinema’s representation of teachers’ responses to challenges to their authority in the 1960s." Paedagogica Historica 49, no. 3 (2013): 402–24. http://dx.doi.org/10.1080/00309230.2012.725842.

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Quirk, Matthew, Erin Dowdy, Bridget Dever, Katherine Carnazzo, and Courtney Bolton. "Universal School Readiness Screening at Kindergarten Entry." Journal of Psychoeducational Assessment 36, no. 2 (2016): 188–94. http://dx.doi.org/10.1177/0734282916665743.

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Researchers examined the concurrent and predictive validity of a brief (12-item) teacher-rated school readiness screener, the Kindergarten Student Entrance Profile (KSEP), using receiver operating characteristic (ROC) curve analysis to examine associations between ( N = 78) children’s social-emotional (SE) and cognitive (COG) readiness with measures of behavioral/emotional risk and early literacy skills throughout kindergarten. Results indicated statistically significant associations between both subscales of the KSEP (SE and COG) with all outcome variables. Findings provide validity evidence

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Raabe, Johannes, Katrin Schmidt, Johannes Carl, and Oliver Höner. "The Effectiveness of Autonomy Support Interventions With Physical Education Teachers and Youth Sport Coaches: A Systematic Review." Journal of Sport and Exercise Psychology 41, no. 6 (2019): 345–55. http://dx.doi.org/10.1123/jsep.2019-0026.

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Researchers consider motivation a key determinant of physical activity. In physical education (PE) and youth sport, the more children and adolescents evaluate their teachers and coaches to be autonomy supportive, as opposed to controlling, the more self-determined they are in their motivation. Therefore, it appears valuable to help PE teachers and youth sport coaches optimize their interactions with the individuals they work with. This study was designed to systematically review the literature related to autonomy support interventions with PE teachers and youth sport coaches. After relevant da

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Kilgus, Stephen P., Katie Eklund, Nathaniel P. von der Embse, Crystal N. Taylor, and Wesley A. Sims. "Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) Teacher Rating Scale and multiple gating procedure within elementary and middle school samples." Journal of School Psychology 58 (October 2016): 21–39. http://dx.doi.org/10.1016/j.jsp.2016.07.001.

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Larssen, Deborah Lynn Sorton, Wasyl Cajkler, Reidar Mosvold, et al. "A literature review of lesson study in initial teacher education." International Journal for Lesson and Learning Studies 7, no. 1 (2018): 8–22. http://dx.doi.org/10.1108/ijlls-06-2017-0030.

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Purpose The purpose of this paper is to conduct a structured review of literature on lesson study (LS) in initial teacher education (ITE). The focus was on how learning and observation were discussed in studies of LS in ITE. Design/methodology/approach Each national team (in Norway and Britain) undertook independent searches of published peer-reviewed articles. The resulting articles were then combined, screened and collaboratively reviewed, the focus being on two areas of enquiry: how learning is represented and discussed; and the extent to which observation is described and used to capture e

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Malouf, David B., Janis Morariu, Doug B. Coulson, and Vicki S. Maiden. "Special Education Teachers' Preferences for Sources of Software Evaluation Information." Journal of Special Education Technology 9, no. 3 (1989): 144–55. http://dx.doi.org/10.1177/016264348900900303.

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This article describes a survey of special education teachers' ratings of usefulness for specific items of software evaluation information and their preferences regarding the sources from which to obtain these items of information. The survey found that the highest usefulness ratings were given to items of information related to hardware compatibility, appropriateness for students, and software operation and use Software tryout without students was the most preferred source of information, followed by software documentation/manuals, and written ratings/descriptions from evaluations or reviews.

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Ivanauskienė, Gintė Marija. "Integration of Video Games in Teaching and Learning at School: Use, Analyze, Make-create." Vilnius University Open Series 3 (December 28, 2020): 42–52. http://dx.doi.org/10.15388/sre.2020.4.

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This article aims to reveal different ways of integrating video games, and emerging challenges in Lithuanian schools. The integration of computer games is exposed by selecting the project Big Small Screens. Media Literacy in Schools of Lithuania and analyzing the experience of teachers who participated in this project. The research showed that the project activities invite teachers and pupils to change the perspective of their view and become critics or creators. However, while the integration of video games can bring many positive results, this process also contains a number of challenges. Th

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Simner, Marvin L. "Predictive Validity of the Teacher's School Readiness Inventory." Canadian Journal of School Psychology 3, no. 1 (1987): 21–32. http://dx.doi.org/10.1177/082957358700300104.

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This investigation was undertaken to evaluate the effectiveness of the Teacher's School Readiness Inventory (TSRI), an empirically derived five-item questionnaire, in identifying at-risk or failure-prone preschool children. Four samples totalling 453 children, screened with the TSRI in the spring of either pre-kindergarten or kindergarten, were followed through the end of first grade. The evidence showed, first, that scores on the TSRI produced an average correlation of .58 with the children's performance across the first grade curriculum and, second, that the cutoff points on this inventory c

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Rodriguez, Eunice, Ashini Srivastava, and Melinda Landau. "Increasing Screening Follow-Up for Vulnerable Children: A Partnership with School Nurses." International Journal of Environmental Research and Public Health 15, no. 8 (2018): 1572. http://dx.doi.org/10.3390/ijerph15081572.

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Approximately 20% of school-age children have a vision problem. Screening is an effective way to detect visual impairments, although only if adequate follow-up is available. Here, we evaluate the impact of hiring full-time nurses in four underserved schools on the likelihood of increasing follow-up for treatment after vision screening. First, we compared descriptive screening follow-up data from the intervention schools with that of five matched schools with part-time nurses in San Jose, California, from 2008 to 2012. The intervention schools had around 2800 low-income, minority children each

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Khanum, Hamida, Mafruha Khanom, Hashina Banu, Farhana Muznebin, Shahela Alam, and AZM Shafiullah. "Blood transfusion transmitted infectious diseases (HIV, HBV, HCV, Syphilis and Malaria) among the voluntary blood donors in Dhaka, Bangladesh." Bangladesh Journal of Zoology 42, no. 1 (2015): 77–84. http://dx.doi.org/10.3329/bjz.v42i1.23338.

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Prevalence of five important blood transfusion-transmitted infectious diseases (HIV, HBV, HCV, Syphilis, and Malaria) were studied among the voluntary blood donors in Dhaka. Out of 1500 donors, positive infections was identified in 99 of cases and rest of the donors were screened negative. Male voluntary blood donor were 82% and only 18% were female. About 53.53% male infectious blood donor had HBV infection whereas, 26.26% female had HBV. The difference was significant (P < 0.05). In age group of 18-24 years, 36% of the donor had HBV infection and HCV was found positive in 04.04% of studen

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Caldwell, Sarah T. "Highly Gifted Preschool Readers." Journal for the Education of the Gifted 8, no. 2 (1985): 165–74. http://dx.doi.org/10.1177/016235328500800207.

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Twenty-four preschoolers in a summer program for highly gifted preschoolers were screened for reading ability using Durkin's (1966) word list. Readers and nonreaders were compared. Readers’ scores on selected subtests of the Durrell Analysis of Reading Difficulty (Durrell & Catterson, 1980) were correlated with measures gathered for program admission. Results of a subsequent investigation of basal reading texts’ teachers’ editions for suggestions for differentiating instruction for early readers are reported in terms of the needs of gifted preschoolers.

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Ajuwon, Ademola J., Oladimeji O. Oladepo, Bartholomew Sati, and Patrick Otoide. "Improving Primary School Teachers' Ability to Promote Visual Health in Ibadan, Nigeria." International Quarterly of Community Health Education 16, no. 3 (1996): 219–27. http://dx.doi.org/10.2190/26k0-q59j-d6r2-2pmd.

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Primary schools in developing countries, even in urban centers, lack general school health personnel as well as eye-care professionals. In this situation pupils' visual acuity problems may often go undetected, setting the stage for poor performance in school and later in life. Students and staff of the African Regional Health Education Centre in Ibadan, Nigeria worked with primary school teachers in one traditional poor inner-core community of Ibadan to identify their willingness to undertake visual acuity (VA) screening training and their knowledge about eye care and VA. Nineteen teachers par

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Lochman, John E., Andrea L. Glenn, Nicole P. Powell, et al. "Group versus individual format of intervention for aggressive children: Moderators and predictors of outcomes through 4 years after intervention." Development and Psychopathology 31, no. 5 (2019): 1757–75. http://dx.doi.org/10.1017/s0954579419000968.

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AbstractThis study originated in collaboration with Thomas Dishion because of concerns that a group format for aggressive children might dampen the effects of cognitive-behavioral intervention. Three hundred sixty aggressive preadolescent children were screened through teacher and parent ratings. Schools were randomized to receive either an individual or a group format of the child component of the same evidence-based program. The results indicate that there is variability in how group-based cognitive-behavioral intervention can affect aggressive children through a long 4-year follow-up after

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