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Author: Dawn M. Hart
Publisher:
ISBN:
Category :
Languages : en
Pages : 145
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Book Description
Challenging classroom behaviors are increasing in frequency and intensity causing teachers to leave the profession. Teachers report that they are not adequately prepared to effectively manage classrooms. This qualitative study investigated teachers' perceptions of students with challenging behaviors by examining their knowledge, beliefs, attitudes, and practices to determine why behaviors persist and identify specific professional development needs. Participants consisted of 76 K-12 educators from one urban and two rural school districts in PA. Respondents answered 70 survey questions on Microsoft Forms that were submitted anonymously. Nine respondents participated in individual interviews. Sixty-nine percent of respondents have several students per year exhibiting challenging behaviors. While most teachers recognize that relationships can improve behaviors, they do not know how to develop or maintain positive relationships. Most respondents perceived negative interactions as effective strategies and do not realize they are perpetuating negative behaviors. With 67% of respondents agreeing to the statement, "Dealing with this student drains my energy" and 71% not believing SW-PBIS is effective, negative attitudes are a concern. Eighty percent of respondents reported their undergraduate coursework did not prepare them to manage classroom behaviors and 45% have thought about leaving the profession. Results indicate a need for pre-service and in-service training on the impact of trauma on childhood development which affects classroom behavior. Additional training should include the importance of teachers' perceptions of students and how that impacts their interactions and subsequent relationships. Furthermore, teachers need training on how to develop and maintain positive relationships with students.
Author: Dawn M. Hart
Publisher:
ISBN:
Category :
Languages : en
Pages : 145
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Book Description
Challenging classroom behaviors are increasing in frequency and intensity causing teachers to leave the profession. Teachers report that they are not adequately prepared to effectively manage classrooms. This qualitative study investigated teachers' perceptions of students with challenging behaviors by examining their knowledge, beliefs, attitudes, and practices to determine why behaviors persist and identify specific professional development needs. Participants consisted of 76 K-12 educators from one urban and two rural school districts in PA. Respondents answered 70 survey questions on Microsoft Forms that were submitted anonymously. Nine respondents participated in individual interviews. Sixty-nine percent of respondents have several students per year exhibiting challenging behaviors. While most teachers recognize that relationships can improve behaviors, they do not know how to develop or maintain positive relationships. Most respondents perceived negative interactions as effective strategies and do not realize they are perpetuating negative behaviors. With 67% of respondents agreeing to the statement, "Dealing with this student drains my energy" and 71% not believing SW-PBIS is effective, negative attitudes are a concern. Eighty percent of respondents reported their undergraduate coursework did not prepare them to manage classroom behaviors and 45% have thought about leaving the profession. Results indicate a need for pre-service and in-service training on the impact of trauma on childhood development which affects classroom behavior. Additional training should include the importance of teachers' perceptions of students and how that impacts their interactions and subsequent relationships. Furthermore, teachers need training on how to develop and maintain positive relationships with students.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309388570
Category : Social Science
Languages : en
Pages : 525
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Book Description
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Author: Bernard Spodek
Publisher: Routledge
ISBN: 1135466130
Category : Education
Languages : en
Pages : 887
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Book Description
The Handbook of Research on the Education of Young Children, Second Edition is an essential reference on research in early childhood education not only in the United States but throughout the world. It provides a comprehensive overview of important contemporary issues and the information necessary to make judgments about these issues. The field has changed significantly since the publication of the first edition of this Handbook in 1993, creating a need for an update. The Handbook of Research on the Education of Young Children, Second Edition is thus focused on research conducted over the past decade or so. The volume is organized in four parts: *Early Childhood Education and Child Development. New in this edition: moral development; the development of creativity. *Early Childhood Educational Curriculum. New in this edition: movement or dance education; the education of linguistically and culturally diverse children. *Foundations of Early Childhood Educational Policy. New in this edition: childhood poverty; the education of bilingual children. *Research and Evaluation Strategies for Early Childhood Education. New in this edition: doing historical research in early childhood education; postmodern and feminist orientations. The Handbook of Research on the Education of Young Children, Second Edition makes the expanding knowledge base related to early childhood education readily available and accessible. It is a valuable tool for all who work and study in the field.
Author: Johnny L. Matson
Publisher: Springer Nature
ISBN: 3030208435
Category : Psychology
Languages : en
Pages : 1115
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Book Description
This handbook offers a comprehensive review of intellectual disabilities (ID). It examines historical perspectives and foundational principles in the field. The handbook addresses philosophy of care for individuals with ID, as well as parent and professional issues and organizations, staffing, and working on multidisciplinary teams. Chapters explore issues of client protection, risk factors of ID, basic research issues, and legal concerns. In addition, chapters include information on evidence-based assessments and innovative treatments to address a variety of behaviors associated with ID. The handbook provides an in-depth analysis of comorbid physical disorders, such as cerebral palsy, epilepsy and seizures, and developmental coordination disorders (DCD), in relation to ID. Topics featured in this handbook include: Informed consent and the enablement of persons with ID. The responsible use of restraint and seclusion as a protective measure. Vocational training and job preparation programs that assist individuals with ID. Psychological and educational approaches to the treatment of aggression and tantrums. Emerging technologies that support learning for students with ID. Key sexuality and relationship issues that are faced by individuals with ID. Effective approaches to weight management for individuals with intellectual and developmental disabilities. The Handbook of Intellectual Disabilities is an essential reference for researchers, graduate students, clinicians and related therapists and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and special education.
Author: Maureen O. Wilson
Publisher:
ISBN:
Category : Post-traumatic stress disorder in children
Languages : en
Pages : 340
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Book Description
The purpose of this quantitative case study was to determine teachers’ level of awareness of student trauma, teachers’ perceptions of and responses to student behavior, and teachers’ perceived readiness in managing challenging behaviors. The study used the framework of Social Cognitive Theory and Trauma Theory to establish connections between students learned behavior through observations and experiences in their environment and their subsequent behavior following exposure to trauma. To determine the degree to which teachers are aware of student trauma and the degree of teachers’ perceptions and responses to challenging student behavior, as well as teachers’ degree of readiness in dealing with challenging behaviors associated to trauma-related factors two surveys, the School Faculty/Staff and Trauma Survey (Crosby, Somers, Day, & Baroni, 2016) and two sections of the Questionnaire about Teachers and Challenging Behaviors (Westling, 2010), were combined to collect data from 109 teachers. The results suggest an ambiguity with teachers’ awareness and readiness. Teachers are generally aware of trauma but are not fully aware of all the behaviors students exposed to trauma exhibit or the reason they exhibit them. Teachers do not often or consistently respond to challenging behavior with trauma-sensitive strategies. Teachers are neutral in their levels of readiness; therefore, increasing trauma awareness and improving teacher readiness will contribute to less challenging behaviors, which will assist in creating more positive school environments and impact teaching and learning.
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1799890279
Category : Education
Languages : en
Pages : 1061
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Book Description
As education continues to take great strides to become more inclusive and understanding of diverse students and cultures, teaching practices and methods for learning are an essential part of the puzzle and must be addressed to create culturally responsive educational experiences. Teachers must make meaningful connections between a student’s culture, language, life experiences, and background to what the student is learning in the classroom. By integrating culture into the classroom, student achievement can be fostered, and students can excel. Underserved populations may face discrimination when it comes to culture, language, or race, and their needs can often be neglected. By implementing culturally responsive teaching, students can feel valued, motivated, understood, and included in their education. The Research Anthology on Culturally Responsive Teaching and Learning displays the best practices and lessons learned for culturally responsive teaching and learning across different types of institutions, classroom subjects, and with different types of students from diverse cultural backgrounds. The chapters focus on culturally responsive practices and how these methods for teaching can impact student success, empowerment, and cultural competence. This book is essential in understanding cultural diversity and inequity in education as well as the ways to address it. This book is ideal for faculty, teachers, counselors, administrators, principals, curriculum developers, instructional designers, professionals, researchers, and students seeking to improve their understanding of culturally responsive teaching and learning.
Author: Misrah Mohamed
Publisher: Taylor & Francis
ISBN: 1000916669
Category : Education
Languages : en
Pages : 104
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Book Description
This edited volume presents a model that embraces four components of reflective practice: planning, acting, reflecting and evaluating. The complexities of reflective practice are manifested through three aspects of reflection: problem-solving, action-orientedness and critical reflection. To provide practical guidance, the audience is presented with various sets of experiences within the field of education which represent different foci and criticality of reflection. The experiences are described through different lenses, from individual to groups of educators. The chapters provide a reconceptualisation of reflection which underpins an effective reflective practice. Therefore, readers are provided with information that demonstrates the different phases of reflection that make up an effective cycle of reflective practice. It is through the chapters that readers will be able to distinguish the different foci and levels of reflection, thus enabling them to engage in reflective practice more effectively. The Malaysian context that the book brings gives readers insights into a lesser-known context and its people, culture, and educational system as a whole for comparison. The book is written with the needs of student teachers and teacher educators in mind. However, the model reconceptualised is transferable to other disciplines too.
Author: Slapac, Alina
Publisher: IGI Global
ISBN: 1799869245
Category : Education
Languages : en
Pages : 469
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Book Description
The year 2020 brought an unprecedented worldwide health crisis through the COVID-19 pandemic that has been affecting all sectors, including education. There were questions surrounding the effectiveness of online trainings for teachers, online teaching practices, the motivation and engagement of students, and the quality of learning and education in these times. Action research emerged to address these concerns, being a systematic process of inquiry using reflection within a cyclical model of planning, acting, implementing, evaluating, and continuous reflection. This method of research is employed with the expertise and passion from educators to better enhance online practices and education while using authentic learning and experiences. Using collaboration, social advocacy, and action research, there is the opportunity to advance teaching for students, families, and communities without a physical context involved. The Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research explores successful teaching and learning skills through the method of action research and intersects it with online learning in order to uncover best teaching practices in online platforms. This book showcases educational professionals’ action research for solutions in advancing teaching and learning, the practical benefits of action research, recommendations for improving online teaching and learning, and a focus on professional growth as well as social justice advocacy. It highlights important topics including student learning, teacher collaboration, authentic learning, advocacy, and action research in both K-12 and higher education settings. This book is ideal for inservice and preservice teachers, administrators, teacher educators, practitioners, researchers, academicians, and students interested in how action research is improving and advancing knowledge on the best teaching practices for online education.
Author: Keengwe, Jared
Publisher: IGI Global
ISBN: 1522592334
Category : Education
Languages : en
Pages : 422
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Book Description
Educators and those who prepare teachers are facing increased scrutiny on their practice that include pressures to demonstrate their effectiveness, meet the needs of changing demographics and students, and adapt to ever-changing learning environments. Thus, there is a need for innovative pedagogies and adoption of best practices to effectively serve the needs of digital learners. The Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education is an essential research book that takes an in-depth look at the methods by which educators are prepared to address shifting demographics and technologies in the classroom and provides strategies for focusing their curricula on diverse learning types. It takes a look at the use of innovative pedagogies and effective learning spaces in teacher education programs and the decisions behind them to enhance more inquiry learning, STEM initiatives, and prove more kinds of exploratory learning for students. Covering topics such as higher education, virtual reality, and inclusive education, this book is ideally designed for teachers, administrators, academicians, instructors, and researchers.
Author: Manya C. Whitaker
Publisher: Emerald Group Publishing
ISBN: 1787697193
Category : Education
Languages : en
Pages : 123
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Book Description
Schooling Multicultural Teachers offers a historical overview of the multicultural education context, followed by practical examples of how the DCRPS can support program evaluation, as well as guide pre-service and in-service teacher development across diverse programs and demographic contexts.
