An exploration of teachers' current perceptions of children with emotional and behavioural difficulties     

Tamara Soles  Elana L. Bloom  Nancy Lee Heath  Anastasia Karagiannakis 《Emotional and Behavioural Difficulties》2013,18(4):275-290

Difficulties exist in identifying and providing services for children with social, emotional and behavioural difficulties (SEBD). As teacher referral is an essential link in service delivery this study investigated teachers' current perceptions of SEBD by examining characteristics of children nominated by their teachers as having SEBD. While the majority of children were nominated for externalizing behaviours, teachers rated girls as having more severe externalizing difficulties than boys. In contrast, there was no significant difference between teachers' internalizing ratings of boys and girls, despite the fact that girls reported more severe depressive symptomatology. Moreover, teachers rated gender‐contrary behaviours more severely than gender‐consistent behaviours. Consistent with achievement results, teachers rated the majority of children as having moderate to severe academic difficulties. Little agreement was found between characteristics reported by teachers and children. Implications are discussed within the context of the school psychologist's role in working with teachers to increase awareness of the profile of these children.  相似文献   

INFLUENCES OF DISCIPLINARY CLASSROOM CLIMATE ON HIGH SCHOOL STUDENT SELF-EFFICACY AND MATHEMATICS ACHIEVEMENT: A LOOK AT GENDER AND RACIAL–ETHNIC DIFFERENCES     

Jehanzeb R. Cheema  Anastasia Kitsantas 《International Journal of Science and Mathematics Education》2014,12(5):1261-1279

The present study investigated the role of disciplinary climate in the classroom and student math self-efficacy on math achievement. The student part of the Program for International Student Assessment (PISA) 2003 survey containing 4,199 U.S. observations was employed in a weighted least squares nested multiple regression framework to predict math achievement from disciplinary climate and self-efficacy in addition to several control variables. The results showed that improvement in disciplinary climate was associated with a reduction in the achievement gap whereas improvement in self-efficacy was associated with an expansion in that gap. These effects varied across race and gender. A significant interaction effect was found between the disciplinary climate and self-efficacy. Educational implications are discussed.  相似文献   

Using student ratings to measure quality of teaching in six European countries     

Leonidas Kyriakides  Bert P.M. Creemers  Anastasia Panayiotou  Gudrun Vanlaar  Michael Pfeifer  Gašper Cankar 《欧洲师范教育杂志》2014,37(2):125-143

This paper argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. In each participating country (i.e. Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia), a sample of at least 50 primary schools was used and all grade 4 students (n?=?9967) were asked to complete a questionnaire concerning the eight factors of the dynamic model. Structural equation modelling techniques were used to test the construct validity of the questionnaire. Both across- and within-country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model. Implications for teacher education are drawn.  相似文献   

Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model     

Anastasia Efklides 《教育心理学家》2013,48(1):6-25

Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task × Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive knowledge and skills, self-concept, perceptions of control, attitudes, emotions, and motivation in the form of expectancy-value beliefs and achievement goal orientations are hypothesized. These person characteristics guide top-down self-regulation. At the Task × Person level, that is, the level at which SRL events take place, metacognitive experiences, such as feeling of difficulty, and online affective states play a major role in task motivation and bottom-up self-regulation. Reciprocal relations between the two levels of functioning in SRL are also posited. The implications of the MASRL model for research and theory are discussed.  相似文献   

Educating leaders for social justice: the case of special educational needs co-ordinators     

Anastasia Liasidou  Cathy Svensson 《International Journal of Inclusive Education》2013,17(8):783-797

In the light of policy imperatives to initiate and maintain inclusive education reforms, the role of special educational needs co-ordinators (SENCOs) in England and Wales should be reconceptualised with a view to their leading school reforms commensurate with the principles of an inclusive discourse. The article concentrates on the social justice dimension of educational leadership to advance discussion of the changing role of SENCOs. It is suggested that, apart from the operational and strategic aspects of their redefined leadership role, SENCOs should be empowered to embrace a social justice discourse in tackling power inequities and systemic educational inequalities that undermine inclusive education reforms.  相似文献   

Exploring the Hardwired for News Hypothesis: How Threat Proximity Affects the Cognitive and Emotional Processing of Health-Related Print News     

Kevin Wise  Petya Eckler  Anastasia Kononova  Jeremy Littau 《Communication Studies》2013,64(3):268-287

This study explored how the proximity of threatening health news affects cognition and emotion through a 2 (Proximity: High/Low) × 4 (Topic) fractional experiment. Fifty-one participants read four news stories about either local or distant health threats, with their heart rate, skin conductance, and corrugator electromyography recorded. Results showed that high-proximity health threats elicited greater heart rate deceleration than did low-proximity health threats, indicating greater allocation of automatic resources to encoding high-proximity threats. Recognition data demonstrated that details from high-proximity health threats were recognized more accurately than details from low-proximity health threats. There were no significant effects of proximity on either skin conductance levels or corrugator activation. These results are discussed in terms of Shoemaker's (1996 Shoemaker , P. J. ( 1996 ). Hardwired for news: Using biological and cultural evolution to explain the surveillance function . Journal of Communication , 46 ( 3 ), 32 – 47 .[Crossref], [Web of Science ®] , [Google Scholar]) hardwired for news hypothesis and A. Lang's (2000 Lang , A. ( 2000 ). The limited capacity model of mediated message processing . Journal of Communication , 50 , 46 – 70 .[Crossref], [Web of Science ®] , [Google Scholar], 2006 Lang , A. ( 2006 ). Using the limited capacity model of motivated mediated message processing to design effective cancer communication messages . Journal of Communication , 56 , S57 – S80 .[Crossref], [Web of Science ®] , [Google Scholar]) limited capacity model.  相似文献   

The Second Year with iPads. What Have We Learned?     

Denise K. Frazier  Anastasia M. Trekles  John M. Spores 《学校用计算机》2019,36(1):19-37

Technology initiatives bring fear and excitement for students and educators, waning over time as devices lose their novelty, yet research related to long-term 1:1 adoption is lacking. The purpose of this research was to follow up with one Midwestern elementary school during its second year of iPad adoption. A Qualtrics survey was used to gather K-5 teacher perceptions. Quantitative and qualitative analyses were used to compare Year One to Year Two. Challenges during Year One included lack of professional development, technology management issues, administrative timing decisions, and poor planning. Success was found with the ability to differentiate instruction, participate in collaborative activities, and improved teacher confidence in classroom device integration. During Year Two, lack of professional development and management and technical issues remain as teachers continue to find the right balance of iPad use in the classroom.  相似文献   

Bully/victim problems among Greek pupils with special educational needs: associations with loneliness and self‐efficacy for peer interactions          下载免费PDF全文

Eleni Andreou  Eleni Didaskalou  Anastasia Vlachou 《Journal of Research in Special Educational Needs》2015,15(4):235-246

This study explores the prevalence of different types of bullying and victimisation among Greek pupils receiving special education support provision. Associations of these types with feelings of loneliness and perceived social efficacy for peer interactions are also examined. The sample consisted of 178 students of fifth and sixth primary school grades who participated in pull‐out special education delivery programmes. Participants were found to be actively involved in both bullying and victimisation, with higher rates in victimisation. Statistically significant gender and disability differences in bullying and loneliness were identified. Both bullying and victimisation were associated with loneliness/social dissatisfaction, and self‐efficacy for peer interactions. Moreover, our data provided evidence that bully/victims may be a distinct group in terms of their increased levels of loneliness. Results are discussed in terms of their implications for promoting children with special educational needs and disabilities social inclusion.  相似文献   

Adaptation and Motivation of Greek Gifted Pupils: Exploring some influences of primary schooling     

Aikaterini Gari  Anastasia Kalantzi-Azizi  Kostas Mylonas 《High Ability Studies》2000,11(1):55-68

The main purpose of this study, on the theoretical framework proposed by Renzulli (1986) and by Van Boxtel and Monks (1992) and Monks, Van Boxtel, Roelefs and Saunders (1986), was to explore pupils' motivation and adaptation to school life in relation to the identification of giftedness. A pool of 1765 primary school pupils were initially tested for Visual-Motor Integration and Creative Thinking. Their teachers nominated 90 of them as gifted, who in turn were assessed in regard to their level of school adaptation and motivation by questionnaires based on Power and Cotterell (1979) and on Entwistle (1968). The comparison groups were five nominated pupils, verified as gifted, seven more nonnominated, but gifted (all 12 identified through psychometric and statistical criteria), and ten non-gifted but nominated pupils. The results indicated that the gifted pupils, depending on whether or not they are identified by their teachers, feel partially motivated and exhibit lower than the expected adaptation at school. The findings are discussed in the light of the current Greek school system.  相似文献   

Feeling of difficulty: An aspect of monitoring that influences control     

Anastasia Efklides  Akilina Samara  Marina Petropoulou 《European Journal of Psychology of Education - EJPE》1999,14(4):461-476

This study aimed at delimiting possible relations of feeling of difficulty (FOD) with control ideas pertaining to a particular task. Participants were 274 students of 7th, 8th, and 9th grade. They were tested with two mathematical tasks; they were also asked to give ratings of the feeling of difficulty at 4 phases: In advance of problem solving, during planning of the solution, after solution production, and an overall estimation. Participants also gave ratings for control ideas such as need to know the rule, to do the computations right, to have practice, to use one’s thinking and to have help from others. Path analysis and ANOVAs were used for the identification of the relations and differentiations of ratings in the four phases of problem solving. Results indicated that FOD varied from phase to phase and influenced ideas related to control. Feeling of difficulty in the main was only indirectly related to performance via control ideas.  相似文献