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Journal articles on the topic 'Teachers' Skills and Behaviors'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Edelman, Philip B. "Cooperating Music Teachers’ Opinions Regarding the Importance of Selected Traits, Behaviors, and Skills as Predictors of Successful Student Teaching Experiences." Journal of Research in Music Education 68, no. 4 (2020): 451–68. http://dx.doi.org/10.1177/0022429420951186.

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The purpose of this study was to determine the perceptions of cooperating teachers regarding the importance of certain teacher traits, behaviors, and skills as predictors of a successful student teaching experience. The sample consisted of teachers who had served as cooperating teachers ( N = 519). Participants rated a list of 40 teacher traits, behaviors, and skills based on their (perceived) importance as predictors of student teacher success. I constructed ranked lists for each demographic grouping of respondents by the mean score for each item, and these lists were examined using a method

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SAHAN, Hasan Huseyin. "Pre-Service Teachers’ Perceptions of Instructors’ Teaching Skills." Journal of Education and Learning 6, no. 3 (2017): 217. http://dx.doi.org/10.5539/jel.v6n3p217.

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The purpose of this study was to investigate the perceptions of pre-service teachers attending the pedagogical formation program offered by Balıkesir University Necatibey Faculty of Education pertaining to instructors’ teaching skills. A total of 220 pre-service teachers participated in the study. The data were collected by “Perceptions of Teaching Skills Scale” (PTSS), developed by the researcher. A three-way ANOVA was used to test whether pre-service teachers’ perceptions correlate significantly with their gender and major, and the subject-area of the instructors they evaluated. The results

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Gresham, Frank M., and Daniel J. Reschly. "Social Skill Deficits and Low Peer Acceptance of Mainstreamed Learning Disabled Children." Learning Disability Quarterly 9, no. 1 (1986): 23–32. http://dx.doi.org/10.2307/1510398.

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Positive social behaviors and peer acceptance of 100 mainstreamed learning disabled and 100 nonhandicapped children were compared. Highly significant differences between the two groups were found in peer acceptance as well as the social skill domains of task-related, interpersonal, environmentally and self-related behaviors. Deficits were evident in both school and home settings and were consistent across teacher, parent, and peer judges. Implications of the findings are discussed in terms of behavioral repertoires expected by teachers, the low priority assigned to social skills by teachers, a

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Neel, Richard S., and K. Kay Cessna. "Replacement Behaviors: A Strategy for Teaching Social Skills to Children with Behavior Problems." Rural Special Education Quarterly 12, no. 1 (1993): 33–35. http://dx.doi.org/10.1177/875687059301200106.

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Children with behavior problems are frustrating to teachers. Most programs for controlling behavior focus on reducing or eliminating behaviors. Instead, teaching appropriate behaviors can become part of the instructional component. Teachers can do this by evaluating the Intent of behavior and helping children achieve their intent In socially acceptable ways. The authors list steps for analyzing behavioral outcomes in order to develop teaching strategies for behavior problems.

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Eldar, Eitan. "Effect of Self-Management on Preservice Teachers’ Performance during a Field Experience in Physical Education." Journal of Teaching in Physical Education 9, no. 4 (1990): 307–23. http://dx.doi.org/10.1123/jtpe.9.4.307.

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The effects of a self-management program on preservice teachers’ performance were examined. Intervention included a self-instructional module for self-management as well as practice for implementing self-management in teaching. During a field experience in physical education, pupil behaviors in the classes of four subjects were coded by trained observers using the Academic Learning Time-Physical Education Observation System (ALT-PE). Each teacher’s verbal behavior was audiotaped and coded using the event recording method. The influence of the cooperating teacher and the supervisor was controll

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Karakaya, Esra G., and Mumin Tufan. "Social Skills, Problem Behaviors and Classroom Management in Inclusive Preschool Settings." Journal of Education and Training Studies 6, no. 5 (2018): 123. http://dx.doi.org/10.11114/jets.v6i5.3076.

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This study aimed to determine preschool teachers’ classroom management skills and investigate the relationships between teachers’ classroom management skills and inclusion students’ social skills and problem behaviors. Relational screening model was used as the research method. Study group consisted of 42 pre-school teachers working in Kocaeli province and 42 inclusion students aged 4-7. Personal Information Form, Classroom Management Skills Inventory for Pre-school Teachers and Pre-School and Kindergarten Behavior Scale were used to collect data. Mann Whitney U and Kruskal Wallis methods were

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Caldarella, Paul, Ross A. A. Larsen, Leslie Williams, Howard Wills, Debra Kamps, and Joseph H. Wehby. "Effects of CW-FIT on Teachers’ Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders." Journal of Positive Behavior Interventions 20, no. 2 (2017): 78–89. http://dx.doi.org/10.1177/1098300717723353.

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Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Classwide function-related intervention teams (CW-FIT), a multitiered classroom management program, has been shown to be effective in increasing on-task behavior and decreasing disruptive behavior of students at risk for EBD. The present study examined the effects of CW-FIT on teachers’ ratings of students’ social skills, problem behaviors,

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Klein, Ruiz, Morales, and Stanley. "Variations in Parent and Teacher Ratings of Internalizing, Externalizing, Adaptive Skills, and Behavioral Symptoms in Children with Selective Mutism." International Journal of Environmental Research and Public Health 16, no. 21 (2019): 4070. http://dx.doi.org/10.3390/ijerph16214070.

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Selective mutism (SM) is an anxiety disorder that impacts communication. Children with SM present concerns to parents and teachers as they consistently do not speak in situations where there is an expectation to speak, such as at school, but speak in other settings where they feel more comfortable, such as at home. The purpose of this study was to investigate the relationship between parents’ and teachers’ perceptions of children with SM on behavioral rating scales and language measures. Forty-two children (22 boys and 20 girls, ranging from 2.4 to 13.8 years, with a mean age of 7.1 years) too

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Lyons, Gregory L., Heartley B. Huber, Erik W. Carter, Rui Chen, and Jennifer M. Asmus. "Assessing the Social Skills and Problem Behaviors of Adolescents With Severe Disabilities Enrolled in General Education Classes." American Journal on Intellectual and Developmental Disabilities 121, no. 4 (2016): 327–45. http://dx.doi.org/10.1352/1944-7558-121.4.327.

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Abstract Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137 adolescents with severe disabilities from the vantage point of both special educators and parents. We sought to identify areas of potential intervention need, explore factors associated with social skill and problem behavior ratings, and examine t

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Teachout, David J. "Preservice and Experienced Teachers' Opinions of Skills and Behaviors Important to Successful Music Teaching." Journal of Research in Music Education 45, no. 1 (1997): 41–50. http://dx.doi.org/10.2307/3345464.

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The purpose of this study was to compare the responses of preservice teachers and experienced teachers when asked, “What skills and behaviors are important to successful music teaching in the first three years of experience?” The sample consisted of randomly selected groups of preservice teachers ( n = 35) and experienced teachers ( n = 35). Subjects were given a list of teacher skills/behaviors and asked to rate the level of importance of each item using a 4-point Likert-type scale. For each item, the mean score for both groups was calculated and used to determine rank order. Of the 10 top-ra

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Özyalçin Oskay, Özge. "PROSPECTIVE TEACHERS’ CREATIVITY FOSTERING BEHAVIORS, PERCEPTIONS ON THEIR TECHNOLOGY SKILLS AND SUCCESS IN PROJECT BASED MATERIAL DEVELOPMENT." Problems of Education in the 21st Century 63, no. 1 (2015): 84–92. http://dx.doi.org/10.33225/pec/15.63.84.

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In this study it was determined how pre-service chemistry teachers’ creativity fostering behaviours and their perceptions of their technology skills predict their success in Project Based Educational Technology and Material Development course. A sample of the study consists of 45 pre-service teachers attending Department of Chemistry Education at Hacettepe University. After the applications which took 10 weeks, pre-service teachers presented their materials and evaluated their peers and themselves. In order to determine pre-service teachers’ creativity fostering behaviours, “Creativity Fosteri

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Davis, Alexandra Nicole, and Cathy Huaqing Qi. "A Longitudinal Examination of Language Skills, Social Skills, and Behavior Problems of Preschool Children From Low-Income Families." Topics in Early Childhood Special Education 40, no. 3 (2020): 172–86. http://dx.doi.org/10.1177/0271121420946104.

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We examined the relations between language skills and behavior problems and whether social skills mediated these relations among preschool children enrolled in Head Start programs. Participants included 242 preschool children and their parents in Head Start programs. Over a 2-year period, parents and teachers reported children’s behavior problems using the Child Behavior Checklist Ages 1½-5, and social skills using the Social Skills Improvement System-Rating Scales. Children’s expressive and receptive language skills were assessed individually using the Preschool Language Scale-5. Results sugg

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Myers, Diane, George Sugai, Brandi Simonsen, and Jennifer Freeman. "Assessing Teachers’ Behavior Support Skills." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 2 (2017): 128–39. http://dx.doi.org/10.1177/0888406417700964.

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In this article, the authors provide an overview of empirically supported practices and techniques for monitoring and assessing teachers’ use of effective behavior support practices. They focus on how teacher preparation programs, administrators, and supervising teachers provide pre-service teachers with helpful feedback on their teaching performance. In addition, they describe a behaviorally based conceptual model for assessing teachers’ fluent and sustained use of empirically supported classroom behavior support practices and provide recommendations for enhancing the preparation of pre-servi

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Kalberg, Jemma Robertson, Kathleen Lynne Lane, Steven Driscoll, and Joseph Wehby. "Systematic Screening for Emotional and Behavioral Disorders at the High School Level." Remedial and Special Education 32, no. 6 (2011): 506–20. http://dx.doi.org/10.1177/0741932510362508.

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The authors examined the utility of a modified version of the Systematic Screening for Behavior Disorders for use at the high school level to address issues of comorbidity. Results suggested that the modified version was able to discriminate among students with varying degrees of risk in terms of academic performance as measured by GPA. In terms of convergent validity, teachers were able to differentiate between the social skills of students rated with typical behaviors and those at risk for externalizing or comorbid behaviors in terms of cooperation, self-control, school adjustment, and empat

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Al-Kindi, Naeema Saleh, and Abdo Mohammed AL-Mekhlafi. "The Practice and Challenges of Implementing Critical Thinking Skills in Omani Post-basic EFL Classrooms." English Language Teaching 10, no. 12 (2017): 116. http://dx.doi.org/10.5539/elt.v10n12p116.

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The purpose of the current study is to investigate post-basic English teachers` practice of critical thinking skills and the challenges they face while teaching skills in EFL classrooms. Three research questions were investigated to achieve this purpose: 1-To what extent do EFL teachers use classroom behaviors that nurture critical thinking at the post basic education schools? 2- Does EFL teachers’ practice of classroom behaviors that nurture critical thinking skills vary according to gender? 3-What challenges do EFL teachers face when incorporating critical thinking in their classrooms?The sa

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Carter, Erik W., Laura Owens, Audrey A. Trainor, Ye Sun, and Beth Swedeen. "Self-Determination Skills and Opportunities of Adolescents With Severe Intellectual and Developmental Disabilities." American Journal on Intellectual and Developmental Disabilities 114, no. 3 (2009): 179–92. http://dx.doi.org/10.1352/1944-7558-114.3.179.

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Abstract We asked teachers and parents to assess the self-determination prospects of 135 youth with severe intellectual and developmental disabilities. Teachers typically reported that youth evidenced limited knowledge about self-determined behavior, ability to perform these behaviors, and confidence regarding the efficacy of their self-determination efforts. Parents and teachers diverged in their evaluations of the self-determination capacities of youth but agreed that opportunities to engage in self-determined behavior were available both at school and home. Although social skill and problem

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Klopfer, Kristina M., Katreena Scott, Jennifer Jenkins, and Joe Ducharme. "Effect of Preservice Classroom Management Training on Attitudes and Skills for Teaching Children With Emotional and Behavioral Problems: A Randomized Control Trial." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 1 (2017): 49–66. http://dx.doi.org/10.1177/0888406417735877.

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Childhood emotional and behavioral problems are prevalent in elementary classroom settings, making it imperative that high-quality, efficacious training be available to support teachers in managing disruptive and distressed child behaviors. Our study used a randomized control design to examine the impact of 36 hours of preservice education targeted at improving the attitudes of teachers toward children with emotional and behavioral difficulties, and developing their skills in using proactive and preventative strategies to address anticipated behavioral challenges. Eighty-two preservice teacher

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Qi, Cathy Huaqing, and Ann P. Kaiser. "Problem Behaviors of Low-Income Children With Language Delays." Journal of Speech, Language, and Hearing Research 47, no. 3 (2004): 595–609. http://dx.doi.org/10.1044/1092-4388(2004/046).

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Children from low-income families are at increased risk for significant behavioral and language problems. Early identification of these problems is essential for effective intervention. The purpose of the present study was to use multiple behavioral assessments to examine the behavioral profiles of sixty 3- and 4-year-old children from low-income families enrolled in Head Start programs and to compare the behavior characteristics of 32 children with language delays with those of 28 children with typical language development. Teachers completed the Child Behavior Checklist/Caregiver-Teacher Rep

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Clement, Mary C. "Hiring Highly Qualified Teachers Begins with Quality Interviews." Phi Delta Kappan 91, no. 2 (2009): 22–24. http://dx.doi.org/10.1177/003172170909100205.

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Reid, Ethna R. "Practicing Effective Instruction: The Exemplary Center for Reading Instruction Approach." Exceptional Children 52, no. 6 (1986): 510–19. http://dx.doi.org/10.1177/001440298605200604.

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The Exemplary Center for Reading Instruction (ECRI) teaches teachers how to use instructional strategies and a management system that have been proven to prevent reading failure and enhance the learning of ail language skills. Through a series of early research studies, ECRI found that student learning increased when (a) pupils are provided with greater amounts of quality instructional time; (b) teachers positively reinforce their students for increasing oral reading speed and accuracy; (c) students are taught to display overt, rapid, and accurate responses to specific teacher directives; (d)

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Wright, Adam, Michael A. Gottfried, and Vi-Nhuan Le. "A Kindergarten Teacher Like Me." American Educational Research Journal 54, no. 1_suppl (2017): 78S—101S. http://dx.doi.org/10.3102/0002831216635733.

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Our nation’s classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers’ ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have different social-emotional ratings when they had a teacher whose racial/ethnic group was the same as their own. We found that having a teacher of the sa

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Özdemir, Servet, Ömür Çoban, and Süheyla Bozkurt. "Examination of the relationship between school principals’ 21st century skills and their strategic leadership according to teachers’ opinions." Pegem Eğitim ve Öğretim Dergisi 10, no. 2 (2020): 399–426. http://dx.doi.org/10.14527/pegegog.2020.014.

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This study aims to examine the relationship between school principals’ 21st century skills and their strategic leadership according to teachers’ opinions. In this quantitative research, a descriptive model that describes the situation was used. The study was conducted in Ankara, and 424 teachers joined the study. To get data from teachers, two scales were used: 21st Century Educational Administrators’ Skills Scale and Strategic Leadership Scale. In order to determine the level of school principals’ 21st century skills and their strategic leadership, descriptive analysis was used as well as Pea

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Blazar, David. "Validating Teacher Effects on Students’ Attitudes and Behaviors: Evidence from Random Assignment of Teachers to Students." Education Finance and Policy 13, no. 3 (2018): 281–309. http://dx.doi.org/10.1162/edfp_a_00251.

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There is growing interest among researchers, policy makers, and practitioners in identifying teachers who are skilled at improving student outcomes beyond test scores. However, questions remain about the validity of these teacher effect estimates. Leveraging the random assignment of teachers to classes, I find that teachers have causal effects on their students’ self-reported behavior in class, self-efficacy in math, and happiness in class that are similar in magnitude to effects on math test scores. Weak correlations between teacher effects on different student outcomes indicate that these me

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Conroy, Maureen A., Kevin S. Sutherland, James Algina, Brittany Werch, and Crystal Ladwig. "Prevention and Treatment of Problem Behaviors in Young Children: Clinical Implications From a Randomized Controlled Trial of BEST in CLASS." AERA Open 4, no. 1 (2018): 233285841775037. http://dx.doi.org/10.1177/2332858417750376.

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The prevention science approach to emotional/behavioral disorders (EBD) focuses on early intervention targeting risk and resilience factors (e.g., early problem behaviors, teacher-child interactions, classroom climate). The current study investigates the effectiveness of BEST in CLASS, a classroom-based indicated preventive intervention targeting young children at risk for EBD, in terms of producing clinically meaningful reductions of problem behaviors and improvements in social skills. A total of 185 early childhood teachers (92 in the treatment condition) and 462 young children (230 in treat

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Tran Thi Le, Thu, Ai Nguyen Thi Nhan, Thuy Pham Thi Dieu, Han Giang Thi Ngoc, and Giang Nguyen Duc. "The impact of living value and life skills in educational program On teachers in Tien Lang- Hai Phong." Journal of Science Educational Science 65, no. 7 (2020): 88–94. http://dx.doi.org/10.18173/2354-1075.2020-0080.

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The paper analyzes the impact of living value and life skills in educational program throughout the aspects of awareness, attitudes, behaviors and self-confidence of 471 primary teachers in Tien Lang, Hai Phong in applying living values and life skills for themselves, their family and students. The surveys were applied on teachers' opinions of implementation of life skill education for elementary school students in Tien Lang, Hai Phong. Then this paper helps to analyze the difficulties, advantages and suggest recommendations for the teacher to improve their education. This paper also discusses

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Sert, Nehir, and Ebru Boynueğri. "Digital technology use by the students and english teachers and self-directed language learning." World Journal on Educational Technology: Current Issues 9, no. 1 (2017): 24. http://dx.doi.org/10.18844/wjet.v9i1.993.

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Abstract: The digital era is a new challenge for teachers. While children get acquainted with the digital technology before the age of six, teachers, who have encountered with the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use technology particularly beyond the classroom settings. The aim of this study was to examine the difference between the perceptions of 5-8 graders in low and high income groups about their technology use skills and their English teachers’ technology use skills. It a

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Caldarella, Paul, Leslie Williams, Krystine A. Jolstead, and Howard P. Wills. "Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams." Update: Applications of Research in Music Education 35, no. 3 (2016): 23–30. http://dx.doi.org/10.1177/8755123315626229.

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Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and reinforcing appropriate social skills. Class-Wide Function-Related Intervention Teams (CW-FIT), a specific positive behavior support intervention involving social skills instruction, positive reinforcement, and group contingencies, has proven effective in eleme

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Lyon, Mark A., Candy Albertus, Jennifer Birkinbine, and Jacquelin Naibi. "A Validity Study of the Social Skills Rating System-Teacher Version with Disabled and Nondisabled Preschool Children." Perceptual and Motor Skills 83, no. 1 (1996): 307–16. http://dx.doi.org/10.2466/pms.1996.83.1.307.

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This study examined the differences among social skills and problem behaviors of disabled ( n = 22) and nondisabled ( n = 27) preschoolers on Social Skills Rating System–Teacher Version. Significant differences were found between the two groups on all measures of social skills and all but one measure (internalizing problems) of problem behaviors. Also, correlations with a measure of social competence and S teachers' ratings strongly supported the validity of this measure of social skills for preschool children. Implications for designing early intervention programs are discussed.

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Rola, Beata. "Teaching styles used by teachers in special and integrated schools." Special School LXXIX, no. 4 (2018): 245–58. http://dx.doi.org/10.5604/01.3001.0012.7275.

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School has a special role in developing social skills in students with mild intellectual disabilities. It is often the only place where important behaviors and competencies are shaped, and the teacher plays a key part in this process. In this paper, I analyzed teachers’ assessments of their teaching styles by comparing opinions of teachers in special middle schools and in integrated middle schools. These settings follow different educational paths and, consequently, different teaching styles might be used. In the study, I also took into consideration the location of settings (Warsaw and near W

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., Hasnawati. "KOMPETENSI GURU DALAM PERSFEKTIF PERUNDANG - UNDANGAN." Inspiratif Pendidikan 9, no. 1 (2020): 68. http://dx.doi.org/10.24252/ip.v9i1.14125.

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Teacher competence is the ability of a teacher to do duties responsibly and properly. Competence is the ability and authority of teachers to carry out their teaching profession. Teacher competence is also the skill or ability possessed by teachers regulated in Law Number 14 in 2005 concerning Teachers and Lecturers, Ministry of Education Number 16 in 2007, and Government Regulation Number 74 in 2008. Teacher competency standards is a set of knowledge, skills and behaviors that must be possessed, comprehended, mastered, and actualized by the teacher to fulfill their professional duty. Teacher c

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INCE, Zuhal, and Mustafa Fedai ÇAVUŞ. "The Effect of Management Skills of School Administrators on Organizational Citizenship Behavior of Teachers." Journal of Studies in Education 6, no. 3 (2016): 124. http://dx.doi.org/10.5296/jse.v6i3.9791.

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Educational institutions are establishments that concern the majority of the society. The administrator of teachers and students in a school should motivate them to work together in the direction of the purposes of the school. The place of learning in education system is important. It should be known in which situations learning is adapted to teaching process. The school administrator should include the teachers to the decisions and should recognize the influencing factors of school management. Defining the skill levels about the management process of the school administrators who are the resp

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Bardhoshi, Gerta, Jeremy Swanston, and D. Martin Kivlighan. "Social–Behavioral Stories in the Kindergarten Classroom: An App-Based Counseling Intervention for Increasing Social Skills." Professional School Counseling 23, no. 1 (2019): 2156759X2091937. http://dx.doi.org/10.1177/2156759x20919374.

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This preliminary research examined the effectiveness of an app-based classroom counseling intervention on student social skill development. Two kindergarten classrooms in a high-poverty school were randomly assigned to receive social skills training as usual (TAU) or TAU plus intervention. Teachers completed the Social Skills Improvement System Scale pre- and postintervention. Results indicated that receiving the intervention plus TAU significantly improved students’ social skills and problematic behaviors, as reported by their teachers, compared to TAU. We discuss findings and clinical implic

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Handen, Benjamin L., Robert S. Feldman, and Ann Honigman. "Comparison of Parent and Teacher Assessments of Developmentally Delayed Children's Behavior." Exceptional Children 54, no. 2 (1987): 137–44. http://dx.doi.org/10.1177/001440298705400206.

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The extent of parent and teacher agreement on the assessment of developmentally delayed children's behavior was examined. Parents and teachers of 98 developmentally delayed children were asked to rate their child's abilities in areas of self-help skills, speech and language, and play skills, as well as indicate the presence or absence of 18 behavior problems. While significant levels of parent/teacher agreement were noted for 77% of the items assessed, the mean level of agreement was only 68.1%. This suggests that there was sufficient disagreement to cast suspicion upon the clinical utility of

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Mathur, Sarup R., and Scott C. Marley. "Understanding Urban Teachers’ Perceptions for Professional Development in Classroom Management." Journal of Education and Training 3, no. 1 (2015): 35. http://dx.doi.org/10.5296/jet.v3i1.8074.

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<p class="2M-body">114 school teachers from two urban schools participated in an online survey focusing on classroom management skills. Results were analyzed using a mixed method approach. Teachers reported confidence in general classroom management skills. Hierarchical regression results indicated significant gender difference in favor of female teachers and positive correlations between perceived value of professional development (PD) and teacher confidence in general classroom management, addressing specific challenging behaviors, and motivating learners. Furthermore, the teachers fav

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Kanine, Rebecca M., Yo Jackson, Lindsay Huffhines, Alexandra Barnett, and Katie J. Stone. "A Pilot Study of Universal Teacher–Child Interaction Training at a Therapeutic Preschool for Young Maltreated Children." Topics in Early Childhood Special Education 38, no. 3 (2018): 146–61. http://dx.doi.org/10.1177/0271121418790012.

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Young children are disproportionately exposed to maltreatment but are underrepresented in research on effective treatments. Universal Teacher-Child Interaction Training (TCIT-U), developed from Parent-Child Interaction Therapy, may be especially appropriate for maltreated children as they often experience caregiver disruptions which pose challenges to traditional parent-child treatment. Furthermore, research suggests that teachers can play an important role for children who lack positive caregiving experiences. The current study examined the effectiveness of TCIT-U versus treatment-as-usual (T

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Elliott, Stephen N., and DeAnna Marcia McKinnie. "Relationships and Differences among Social Skills, Problem Behaviors, and Academic Competence for Mainstreamed Learning-Disabled and Nonhandicapped Students." Canadian Journal of School Psychology 10, no. 1 (1994): 1–14. http://dx.doi.org/10.1177/082957359401000102.

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The present study was motivated by the Interagency Committee on Learning Disabilities (ICLD) recommendation that learning disabilities include social skills as a deficit area and by the fact few researchers have directly assessed specific social skills of students classified as learning disabled. This study used a national representative sample of students from the standardization data of the Social Skills Rating System (SSRS) to investigate social skills of students with learning disabilities compared with nonlearning disabled students as rated by teachers, parents, and the students themselve

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Blazar, David, and Matthew A. Kraft. "Teacher and Teaching Effects on Students’ Attitudes and Behaviors." Educational Evaluation and Policy Analysis 39, no. 1 (2016): 146–70. http://dx.doi.org/10.3102/0162373716670260.

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Research has focused predominantly on how teachers affect students’ achievement on standardized tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students’ self-efficacy in math, and happiness and behavior in class. Students’ attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’ emotional support and classroom organization. However, teachers who are effective at improving test score

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Dwiniasih, Dwiniasih, Farah Sukmawati Wahidah, and Susanto Susanto. "INVESTIGATING PRE-SERVICE TEACHERS' CLASSROOM MANAGEMENT PRACTICE IN A BILINGUAL CLASS." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 2 (2020): 230. http://dx.doi.org/10.24252/eternal.v62.2020.a4.

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For the decades, managing classroom becomes one of the most important topics as the concern to be developed by educational department in improving students' quality. One of them is preparing pre-service teachers by strengthening their teaching skills such as managing classroom. Therefore, this study aims to investigate pre-service teacher's classroom management and its problem faced, where observation checklist is used by other participants in reviewing forty respondents’ teaching performance. Meanwhile in supporting the second purpose; Interview is used to delve more the problem faced by pre-

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Bahoo, Rabia, Akhtar Ali, and Musarrat Jahan. "Association Between Teacher-Student Interaction and Students Interpersonal Skills, Self-Management Skills and Academic Behavior." Global Regional Review V, no. II (2020): 90–101. http://dx.doi.org/10.31703/grr.2020(v-ii).10.

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This study aimed to find out the association between secondary school teachers' ways of interaction with students and students' interpersonal skills, self-management skills, and academic behavior. A sample of 2764 students, peers, and teachers was taken from Punjab province. The survey method was used to collect data and analyzed through percentage, mean, and Pearson correlation. Results indicate that uncertainty in teachers having a strong correlation with students' interpersonal skills. Moreover, teachers admonishing style and freedom of students have a significant negative correlation with

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Sultan, Sultan, and Jufri Jufri. "Teacher`s Control on Students: Representation of Antisocial Communication in an Indonesian Language Learning Context." Humaniora 10, no. 2 (2019): 145. http://dx.doi.org/10.21512/humaniora.v10i2.5531.

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This research examined teacher’s control of classroom interaction. Studying teachers’ controlling behaviors as a form of antisocial communication was necessary to develop teachers’ pedagogical competence and teacher-student relationships that were empowering and equitable. It employed a qualitative approach to critical discourse analysis. The respondents are six Indonesian Language teachers. Data collection was conducted by video recording, observation, and interview. Data were analyzed at the micro (text) and macro (social context) level. Research findings show that teacher’s control of class

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Speight, Renee, and Suzanne Kucharczyk. "Leveraging Positive Behavior Supports to Improve Engagement in Virtual Settings." Journal of Special Education Technology 36, no. 2 (2021): 90–96. http://dx.doi.org/10.1177/0162643421992704.

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High-levels of classroom engagement and on-task behavior have been linked to positive outcomes for students. In traditional classroom settings when levels of on-task behaviors are low, teacher integration of Positive Behavior Interventions and Supports (PBIS) can facilitate improvement in student engagement. PBIS strategies such as creating clear routines and expectations, explicit instruction on expected behaviors, acknowledging behavior, and a high level of opportunities to respond have demonstrated efficacy for improving engagement across grade levels. As teachers increasingly adjust their

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Nickerson, Amanda B., and Amy M. Brosof. "Identifying Skills and Behaviors for Successful Inclusion of Students with Emotional or Behavioral Disorders." Behavioral Disorders 28, no. 4 (2003): 401–9. http://dx.doi.org/10.1177/019874290302800407.

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Despite an increasing shift toward full inclusion of all students with disabilities, students with emotional or behavioral disorders (E/BD) remain in segregated placements and experience less successful outcomes in general education than do students in other disability categories. Special education teachers completed the Scales for Predicting Successful Inclusion (SPSI) and the Devereux Behavior Rating Scale–School Form (DBRS-SF) for 89 students with E/BD. Information about each student's level on the school's behavior management program was also collected. Compared to normative scoring sample

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Ribeiro Trindade, Fernando, and Deller James Ferreira. "Student Performance Prediction Based on a Framework of Teacher’s Features." International Journal for Innovation Education and Research 9, no. 2 (2021): 178–96. http://dx.doi.org/10.31686/ijier.vol9.iss2.2935.

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Teachers teaching skills are essential to motivate students’ engagement in online educational environments, where students and teachers interact with each other, generating a large amount of educational data. However, to the best of our knowledge, there is no previous study that takes advantage of the huge quantity of teachers’ behavioral data to predict students’ performance. To fill this research gap, we elaborated a theoretically based framework of teacher’s characteristics, that guided an automatic data collection of teachers’ behaviors to predict students’ performance. The implementation

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Alzahrani, Mona, Manal Alharbi, and Amani Alodwani. "The Effect of Social-Emotional Competence on Children Academic Achievement and Behavioral Development." International Education Studies 12, no. 12 (2019): 141. http://dx.doi.org/10.5539/ies.v12n12p141.

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In this paper, we explore the importance of the social-emotional competence on children’s growth. To develop children social-emotional competence, an interaction between adults and children is critically needed. Teachers have the responsibility to enhance children’s development in many aspects, including social, emotional, cognitive, academic, and behavioral skills. A positive relationship between teachers and young students helps those students to have better school achievement and behavioral skills. We review several studies that show the influence that social and emotional competence has on

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Wan Yusoff, Wan Mazwati, and Norwati Mansor. "The Effectiveness of Strategies Used by Teachers to Manage Disruptive Classroom Behaviors: A Case Study at a Religious School in Rawang, Selangor, Malaysia." IIUM Journal of Educational Studies 4, no. 1 (2016): 133–50. http://dx.doi.org/10.31436/ijes.v4i1.87.

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Studies have indicated that there is a positive correlation between disruptive behaviors and low academic achievement which resulted in other problems such as absenteeism, school drop-out and delinquent behaviors. Lack of knowledge and skills and failure in managing classroom disruptive behaviors have caused frustration, stress and burnout among teachers which pushed teachers to leave the profession especially novice teachers. The pervasiveness of classroom disruptive behaviors implied that strategies employed by teachers to manage disruptive behaviors are not effective. This requires immediat

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Lodhi, Muhammad Arfan, Zunaira Zafar, Nasim Akhtar, Sobia Sikander, and Sana Farrukh. "Impact of English Teachers’ Behavior on English Proficiency Skills of ESL Learners at Secondary Level." International Journal of English Linguistics 9, no. 1 (2018): 277. http://dx.doi.org/10.5539/ijel.v9n1p277.

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The main aim of this study is to investigate the impact of teachers&rsquo; behavior on English proficiency of ESL learners at secondary level. Teacher&rsquo;s behavior directly or indirectly influences students&rsquo; performance positively or the otherwise. This study was descriptive in nature and survey based design was adopted to pursue operational phase. Respondents were selected from accessible population by using random and convenient sampling techniques. The data was collected quantitatively from 200 students and 40 teachers. Questionnaire was used to collect data from teach

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Khan, Najmonnisa, Lubna Oad, and Rabia Aslam. "ENTREPRENEURSHIP SKILLS AMONG YOUNG LEARNER THROUGH PLAY STRATEGY: A QUALITATIVE STUDY." Humanities & Social Sciences Reviews 9, no. 2 (2021): 64–74. http://dx.doi.org/10.18510/hssr.2021.927.

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Purpose: Entrepreneurship is a creative skill, offers theoretical and practical information to support individuals’ economic growth in society. The research examines teachers’ expectations and awareness of developing entrepreneurship skills among young learners and defines the connection between play strategy and entrepreneurial skills in early childhood education (ECE). Methodology: The researcher employed a qualitative research approach. The population of the study comprised of ECE teachers. A purposive sampling technique was used, and twelve ECE teachers were interviewed from six diff

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Kahveci, Gul, and Aysegul Ataman. "The Effect of Conjoint Behavioral Consultation Program Related Teaching on Problem Behavior and Communication/Social Skills with a Blind and Autistic Child." Journal of Education and Learning 6, no. 4 (2017): 372. http://dx.doi.org/10.5539/jel.v6n4p372.

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Individuals with disabilities display problem behaviors frequently. This case study presents an analysis of the extent to which one student’s pattern of multiple problem behaviors and the potential efficacy of Conjoint Behavioral Consultation (CBC) as a model for linking families, schools, and special education settings to address educational concerns in order to reduce problem behaviors, increasing communication and social skills for a child with visual impairment and Autism Spectrum Disorder (ASD). The child with, multiple disabilities his parents, school teachers, and consultant were involv

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Wilsom Mukan, Squiter Macroy, Dorothy Kulai, and Rumaizah Haji Che Md Nor. "Nursing Students’ Perceived Effective Clinical Teachers’ Behaviors." Asian Journal of University Education 16, no. 4 (2021): 200. http://dx.doi.org/10.24191/ajue.v16i4.11956.

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Clinical teaching is a core component of nursing education. The clinical teachers’ roles and responsibilities are to supervise clinical activities and empower students to gain clinical competency and skills. The nursing students’ perspective of effective clinical teachers’ behavior is an important indicator of facilitating and improving clinical education quality. This paper explored diploma nursing students’ perceived importance of effective clinical teaching behavior in helping their learning. A total of 165 nursing students from various levels of their diploma in nursing program from Univer

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Dubas, Judith Semon, Kathleen Bodisch Lynch, Joseph Galano, Susan Geller, and Denise Hunt. "Preliminary Evaluation of a Resiliency-Based Preschool Substance Abuse and Violence Prevention Project." Journal of Drug Education 28, no. 3 (1998): 235–55. http://dx.doi.org/10.2190/vby0-rlxa-wj05-nprx.

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The Resilient Children Making Healthy Choices (RCMHC) Project is an early childhood prevention initiative designed to promote health and social competence in young children by training their teachers in skills aimed at nurturing children's resilient development. Through a model program implemented in ten Head Start and other community-based preschool classrooms, teachers were trained in the use and integration of resiliency-based substance abuse/violence prevention strategies in their teaching practices. Analysis of outcome data from a pre-post comparison group design revealed increases in tea

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