首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self‐efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden. Data were collected using the Autism Attitude Scale for Teachers, the Teacher Efficacy Scale and a demographic survey. In general, findings revealed that preschool teachers held positive attitudes towards children with autism, and this was significantly related to the number of credits in special education taken during pre‐service education. However, teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms. No relations were found between teachers' perceived self‐efficacy and attitudes towards inclusion, although a relationship was found between participation in in‐service training and efficacy to make decisions. Implications concerning early childhood education professional development and supervision are discussed.  相似文献   

2.
Abstract

Teachers used a nonexclusionary time‐out package to treat inappropriate social behaviors that interfered with instructional tasks in four classrooms of preschool children, each containing an average of 16 students. We yoked classrooms on pretreatment scores of target behaviors and randomly assigned them to a time‐out ribbon plus praise or control condition. Students in the treatment condition wore wristbands with attached smiling face stickers and received praise from teachers for taking turns talking and remaining seated during group activities. Contingent on disruptive behavior, teachers removed the wristbands signaling a three‐minute time‐out period in which teachers restricted praise and attention but ongoing participation in activities continued. Multiple measures of treatment outcome were analyzed via MANCOVA and ANCOVAs. Behavior improved on direct observations of target behavior, the Preschool Behavior Questionnaire (PBQ) and items on a semantic differential, but not the Matson Evaluation of Social Skills with Youngsters. Treatment acceptability also supported treatment effects. We discuss implications of these results.  相似文献   

3.
In an era of teacher quality reforms, one overlooked area for assessing readiness for teaching is education majors’ self‐efficacy for teaching reading. This gap is unfortunate, as teaching reading is a common responsibility among general and special education teachers. In the current push for RTI—one in which more general education teachers are increasingly called upon to provide reading support to students with learning disabilities, in addition to the support received from special educators—it is important to determine preservice teachers’ self‐efficacy for teaching reading. Self‐efficacy is an important construct to consider as it is related to eventual teacher attrition. The purpose of the current study was to develop a scale to measure elementary and special education majors’ self‐efficacy for teaching reading. With a sample of 110 education majors, a three‐factor scale was developed and demonstrated strong psychometric properties. Implications for the future of teacher education programs are discussed.  相似文献   

4.
Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge.  相似文献   

5.
This study aims to show the importance of explicitly identifying student-specific teachers’ self-efficacy. Data from 43 regular teachers who rated their self-efficacy towards 611 fourth-grade students from inclusive classes in Austria were analyzed. In addition, 15 regular teachers and 15 special needs teachers rated their student-specific self-efficacy levels of 136 students. Teachers’ sense of self-efficacy towards individual students was assessed using a short, adapted version of Tschannen-Moran and Woolfolk Hoy’s Teachers’ Sense of Efficacy Scale. Results of multilevel-regression analysis showed that the higher the teachers’ general self-efficacy the higher was their student-specific self-efficacy. In addition, teachers’ student-specific self-efficacy was lower for students whose special needs regarded learning or behavioural and emotional disorders. The outcomes of the study imply that measuring teachers’ self-efficacy specifically for individual students compared to a teachers’ general self-efficacy towards inclusion is an important addition to previous research.  相似文献   

6.
This mixed methods study examined behavior management strategies used by preschool teachers to address student noncompliance in the classroom. Specifically, the study aimed to (1) examine the methods that preschool teachers are currently using to respond to noncompliant behavior in their classrooms, (2) measure the frequency with which each strategy is used or attempted, and (3) examine the reasons that teachers have chosen to use particular strategies. Observations and teacher interviews were conducted in five classrooms across two preschools located in a Midwest state. Results revealed that teachers use a variety of strategies to address noncompliance, many of which were also preventative in nature and designed to increase students’ self‐regulation. In addition, behavior management techniques that are currently recommended by research (e.g., guided compliance and proximity praise) were generally practiced by teachers in the participating schools. However, students were reinforced for appropriate behavior following noncompliance less than one‐third of the time. These results suggest that teachers are using a broad range of recommended strategies, but the results also serve as a reminder of the importance of providing positive reinforcement for appropriate behavior following an episode of noncompliance. Additional implications for school practitioners and future research are provided.  相似文献   

7.
School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools.  相似文献   

8.
  相似文献   

9.
The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers’ Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme, primary education, special education programme, programme in education of students with mental impairment, programme in education of students with hearing impairment, programme in education of students with visual impairment, music education and art education. Findings showed that there were significant relationships between teacher self-efficacy and burnout. Also, significant differences were found between genders and branches in terms of burnout and teacher self-efficacy. Indices of structural equation modelling indicated that domains of burnout were strongly predicted by self-efficacy. Findings highlight the importance of self-efficacy beliefs in special education staff’s level of emotional involvement, sense of accomplishment and engagement.  相似文献   

10.
This study examined Finnish elementary school teachers’ (N = 212) attitudes toward the gifted and their education. On a general level, teachers’ attitudes toward gifted education were slightly positive. Teachers saw that gifted students have social value and that they need special services. The results of teachers’ attitudes toward specific gifted education options were in line with earlier Finnish research, because teachers supported differentiated teaching but were more negative toward acceleration or separating the gifted into their own groups. However, despite the strong support for differentiated teaching for the gifted, teachers’ positions toward practice were more skeptical.  相似文献   

11.
The purpose of this study was to investigate the effectiveness of a variation of the Good Behavior Game (GBG) in which teachers used ClassDojo to manage each team's progress. ClassDojo is a computer‐based program that enables teachers to award students with points for demonstrating target behaviors. Dependent variables included class‐wide disruptive and academically engaged behavior, teachers’ ratings on the Behavior Intervention Rating Scale (BIRS), and the rate of teacher praise statements delivered in each phase. Overall, results indicated that the GBG with ClassDojo was effective at reducing disruptive behavior, increasing academically engaged behavior, and was rated as socially valid. Additionally, when the intervention was in place, increases in the amount of behavior‐specific praise statements delivered were observed across all three classrooms.  相似文献   

12.
Direct behavioral consultation is an extension of traditional behavioral consultation and focuses on assessment and training in the classroom during ongoing classroom activities. This study evaluated direct behavioral consultation services in two elementary alternative classrooms referred following a program evaluation in which data suggested behavior‐specific praise was not being delivered at a desired level. A multiple baseline design across classrooms was used to evaluate indirect and direct training procedures for increasing teachers’ implementation of behavior‐specific praise. Results indicated that indirect training did not result in substantial improvements in teachers’ use of behavior‐specific praise. Direct training procedures resulted in immediate increases in behavior‐specific praise for both teachers, but only one teacher maintained those increases immediately following training. For the other teacher, when performance feedback was added to direct training, increases in behavior‐specific praise were maintained. Data are also presented regarding student disruptive behavior. Results are discussed in terms of direct behavioral consultation theory and practice for educational settings.  相似文献   

13.
高职高专学前教育专业的教师,既要求具备坚实的学科专业素养和较高的教育教学科研水平,还要具有丰富的幼教实践经验和操作能力。笔者从教师专业化发展的角度,分析了学前教育专业师资队伍的现状和特殊性要求,并以四川幼儿师范专科学校为例,提出了严把师资入口关,构建合理师资结构;建设数字化、信息化资源系统;打造研究中心;完善教师培训机制;深入幼教一线开展实践研究等措施,切实提升教师的教学科研能力及专业实践能力,为学前教育专业师资队伍建设提供了借鉴范例。  相似文献   

14.
Abstract

Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems.  相似文献   

15.
Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in‐service professional development. In this study, we replicated a targeted professional development approach that included a brief one‐on‐one training session and emailed visual performance feedback to increase novice teachers’ use of behavior‐specific praise, an evidence‐based classroom management skill. Dependent variables collected through direct observation included teachers’ behavior‐specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple‐baseline single‐case design, we found a functional relationship between the targeted professional development and teachers’ increased use of behavior‐specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior‐specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school‐based coaches.  相似文献   

16.
Attitudes towards inclusive education have a crucial place in the effective implementation of inclusion practices. The aim of this study was to explore teachers’ attitudes towards inclusive education in preschool education in Portugal and to identify teachers’ personal and professional variables that influence these attitudes. The data were collected from a sample composed of 68 preschool teachers working in mainstream schools located in urban and rural areas. The results indicated overall positive attitudes towards inclusion. Having previous personal contact with a person with special educational needs predicted more positive affective attitudes, whereas having previous experience teaching classes that included students with and without special educational needs predicted less positive behavioural intentions. From these results, we infer an emergent need for continuous training and for the promotion of positive attitudes among preschool teachers to achieve the successful implementation of inclusion at this educational level.  相似文献   

17.
There are ethnic group differences in academic achievement among Australian students, with Aboriginal students performing substantially below and Asian students above their peers. One factor that may contribute to these effects is societal stereotypes of Australian Asian and Aboriginal students, which may bias teachers’ evaluations and influence student outcomes. A questionnaire assessing academic expectancies for hypothetical students from different ethnic groups was administered to 55 experienced teachers and 144 training teachers. A measure of self-expectancies and group expectancies was administered to 516 school students. The findings revealed that Asian students were expected to perform better in mathematics and expend greater effort than Aboriginal and Anglo-Australian students. In turn, there were higher expectancies for mathematics performance for Anglo-Australian students compared with Aboriginal students. We discuss the potential implications of these stereotypes for students’ school achievement, particularly the risk that negative implicit stereotypes might result in these students being directed to special education.  相似文献   

18.
Co‐teaching is a popular strategy for implementing the inclusion of students with disabilities within secondary general education classrooms. However, we have little data regarding its effectiveness under routine conditions of educational practice. This study examined whether there was an “additive effect” of the special education teacher on the instructional experiences of students with disabilities as compared with the experiences of the same students taught by only the general education teacher under routine conditions. Observers used time sampling methods to document how students with disabilities spent their time in 11 middle school co‐taught classes. Statistically significant differences were found for targeted students in terms of general education teacher interaction and individual instruction. General education teachers spent significantly less time with students with disabilities when the special education teacher was present. In addition, students with disabilities received significantly more individual instruction when the special education teacher was present. However, these differences were of limited practical significance.  相似文献   

19.
This study serves as a pilot study for a longitudinal study that will be conducted a year later. The purpose of this research is to determine how a course in special education has impacted secondary general education pre‐service teachers’ attitudes towards individuals with disabilities, teaching students with mild disabilities and the degree of their preparedness (self‐reported) in working with students with disabilities. Forty‐two secondary pre‐service teachers’ reflection papers written at the beginning and end of a mandatory special education course (16 weeks) were analysed using qualitative methodology. The findings supported our research hypothesis that a course in special education with necessary components (i.e. introductory special education knowledge, activities designed to enhance students’ dispositions toward students with disabilities, and instructional strategies that will help general education teachers teach students with mild disabilities at the middle and secondary levels more effectively) can be effective in preparing secondary education pre‐service teachers to work in inclusive classrooms.  相似文献   

20.
A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号