Mixed-Method Examination of Latinx Teachers’ Perceptions of Daily Behavioral Report Card Interventions to Support Students with ADHD

2021 ◽  
Author(s):  
Anne S. Morrow ◽  
Miguel T. Villodas ◽  
Stacy L. Frazier ◽  
Joseph R. Raiker ◽  
Michelle M. Liriano ◽  
...  
Keyword(s):  
Mixed Method ◽  
Report Card ◽  
Teachers Perceptions ◽  
Students With Adhd ◽  
Support Students

scholarly journals Remote learning and students’ mental health during the Covid-19 pandemic: A mixed-method enquiry

Prospects ◽  
2021 ◽  
Author(s):  
Suzanne Lischer ◽  
Netkey Safi ◽  
Cheryl Dickson
Keyword(s):  
Mental Health ◽  
Health Status ◽  
University Students ◽  
Undergraduate Students ◽  
Mixed Method ◽  
Online Survey ◽  
Current Situation ◽  
Distance Teaching ◽  
Learning Conditions ◽  
Support Students

AbstractThe disruption caused by Covid-19 in the educational sector may last longer than originally predicted. To better understand the current situation, this article analyses the mental health status of university students during the pandemic and investigates the learning conditions needed to support students. The sample included 557 undergraduate students who took part in an online survey. Overall, the students reported coping well during lockdown but indicated that lecturers were challenged by distance teaching, which created some stress for the students.

Teaching Emotion Regulation: K-12 Teachers’ Perceptions and Practices across the Curriculum

2021 ◽  
Vol 4 (1) ◽  
pp. p1
Author(s):  
Louis S. Nadelson ◽  
Estefany Soto ◽  
Tye Smith ◽  
Sarah Nekonchuk ◽  
Jessica Ims ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
School Psychologists ◽  
Future Research ◽  
Emotional Competencies ◽  
Teachers Perceptions ◽  
Grade Levels ◽  
The Social ◽  
Approach To Teaching ◽  
K 12 ◽  
Support Students

Students can gain a range of skills and knowledge from interactions in schools, including emotional competencies such as regulation of emotions. Teachers are positioned to support students’ development of emotion regulation in the social context of school. We sought to determine K-12 teachers’ sense of responsibility, preparation, engagement, comfort, and approach to teaching students emotion regulation. The quantitative and qualitative data we gathered from 155 general K-12 classroom teachers revealed a sense of responsibility, low preparation, varied engagement, and low to moderate comfort. We found differences by grade levels, school location, and teacher education level. There was moderate alignment between how the teachers regulate their emotions and the emotion regulation processes they teach their students. We share implications for school psychologists and suggest multiple directions for future research.

Forestalling Preschool Expulsion: A Mixed-Method Exploration of the Potential Protective Role of Teachers’ Perceptions of Parents

2019 ◽  
Vol 56 (6) ◽  
pp. 2189-2220 ◽  
Author(s):  
Courtney A. Zulauf ◽  
Katherine M. Zinsser
Keyword(s):  
Protective Factors ◽  
Child Behavior ◽  
Mixed Method ◽  
Protective Role ◽  
Teachers Perceptions ◽  
The Past ◽  
Negative Perceptions ◽  
Role Of Teachers ◽  
The Relationship

Preschoolers are being expelled at an alarming rate and little is known about protective factors. One factor may be the relationship between parents and teachers. Using surveys and interviews, the present study explores teachers’ perceptions of parents and center support as they relate to teachers’ requests to have a child removed from their classroom, an action related to expulsion. Teachers who have more negative perceptions of parents and perceive less center support working with parents were more likely to have requested a removal of a child in the past year. Qualitative comparisons yield differential themes around attribution of child behavior to parents and styles of engagement with parents between teachers who have requested a removal and those who have not.

scholarly journals Teachers’ Perceptions of Positive Psychological Capital: A Mixed Method Approach

2021 ◽  
Vol 7 (3) ◽  
pp. 933-953
Author(s):  
Ebru Külekçi Akyavuz
Keyword(s):  
Mixed Method ◽  
Psychological Capital ◽  
Teaching Profession ◽  
Mixed Method Research ◽  
Educational Organizations ◽  
Positive Psychological Capital ◽  
Teachers Perceptions ◽  
Economic Support ◽  
Service Training ◽  
Strongly Agree

This study first investigated the teachers' perceptions of positive psychological capital. Then, barriers negatively affecting teachers’ positive psychological capital in educational organizations and the practices possible to be implemented were examined. The convergent parallel mixed method research design was used as the research methodology. The study group consisted of the teachers working in Kilis province in the 2019-2020 academic year. Demographic information form, positive psychological capital scale, and an interview form were used to collect data. Results of this study indicated that the teachers were strongly agree with psychological capital. Furthermore, the results indicated that the factors that prevented teachers from positive psychological capitol were related to administrators, teaching profession, parents, colleagues, students, institutions, and teachers themselves. This study concluded that providing social, academic, and economic support to teachers would increase their positive psychological capital, and the following practices could ensure this support: improvement of working conditions, increasing the prestige of the profession, and providing in-service training.

scholarly journals Perception of Transition on Assessment and Learning at Postgraduate level

2018 ◽  
Vol III (III) ◽  
pp. 74-93
Author(s):  
Nasrin Akhter ◽  
Muhammad Naseer Ud Din ◽  
Abdul Majeed Khan
Keyword(s):  
Education System ◽  
Mixed Method ◽  
Research Study ◽  
Educational Policies ◽  
Teachers Perceptions ◽  
Postgraduate Level ◽  
Teachers And Students ◽  
University Level ◽  
Learning Progress ◽  
Research Tools

This study explores the students and teachers’ perceptions of transition in assessment from annual to semester system at university level. For collection of data two research tools i.e. questionnaire (students) and interview with teachers are used. The study finds that through assessment teachers get information about thinking of students and on which level they think. Assessment is helpful in making different educational policies. Assessment is effective to understand the working characteristics of students. If we assess curriculum, we modify it according to goals or standards. Assessment is a back bone of all education system. Mixed method was used to explore this research study. The responses from the questionnaire and interviews shows that the majority of the teachers and students agree annual examinations give better overall picture of learning progress.

Efficacy of Online Daily Behaviour Report Card to Decrease Off-Task Behaviour for Adolescents With Attention-Deficit/Hyperactivity Disorder

2018 ◽  
Vol 42 (02) ◽  
pp. 143-157
Author(s):  
Wendy Yeo ◽  
Ailsa Goh ◽  
Carol Tan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Discipline Referrals ◽  
Report Card ◽  
Classroom Teachers ◽  
Office Discipline Referrals ◽  
Baseline Design ◽  
Hyperactivity Disorder ◽  
Students With Adhd ◽  
High Level

Facilitating the learning and engagement of students with attention-deficit/hyperactivity disorder (ADHD) in any classroom can be challenging. In this study, we examined the use of online daily behaviour report card (DBRC) to decrease off-task behaviour in students with ADHD who were studying at a public school for at-risk youths in Singapore. Using a multiple baseline design across participants, the study involved 3 adolescents with ADHD who exhibited a high level of off-task behaviour and had received numerous office discipline referrals. Aside from the involvement of classroom teachers, the online DBRC intervention was modified to involve an additional school mentor who supported the parents in monitoring and guiding the students. Results indicated that the online DBRC intervention had been effective in decreasing off-task behaviour in the 3 students. Implications of findings and directions for future studies are discussed.

A Step-By-Step Process for Selecting Technology Tools for Students With ADHD

2020 ◽  
pp. 016264342097857
Author(s):  
Maggie A. Mosher ◽  
Adam C. Carreon ◽  
Barbara J. Sullivan
Keyword(s):  
Students With Disabilities ◽  
Online Technology ◽  
Hyperactivity Disorder ◽  
Technology Tools ◽  
Daunting Task ◽  
Technology Professional ◽  
Students With Adhd ◽  
Technology Tool ◽  
Support Students ◽  
Evaluation Techniques

A nearly unlimited number of technology tools and applications exist to support students with Attention Deficit Hyperactivity Disorder (ADHD). However, finding these tools, researching their effectiveness, observing their use, and evaluating their implementation can be a time consuming and daunting task if a technology professional is not available. Students with ADHD make up a large percentage of students with disabilities, but they often do not qualify for services that would facilitate evaluation for technology tools, leaving the responsibility of supporting them on the classroom teachers. In this article, the authors provide a streamlined process that includes the use of student-driven goals, online technology tool finders, and evaluation techniques. Using this process, teachers can include student and parent perspectives, determine appropriate tools from current technology, and evaluate the tool’s support based on progress toward selected goals.

Using and Evaluating Daily Behavior Report Cards for Students With Challenging Behaviors

2021 ◽  
pp. 105345122199482
Author(s):  
Benjamin S. Riden ◽  
Andrew M. Markelz ◽  
Jonté C. Taylor
Keyword(s):  
Challenging Behaviors ◽  
Report Card ◽  
Report Cards ◽  
Daily Behavior Report Card ◽  
Daily Behavior ◽  
Daily Behavior Report Cards ◽  
Support Students

Teachers who work with students who display challenging behaviors need to implement interventions to support them in the classroom. A daily behavior report card (DBRC) is one intervention that research suggests can reduce challenging behaviors and replace them with more socially appropriate behaviors. With step-by-step instructions, this column describes how to implement and evaluate DBRCs to support students displaying challenging behaviors.

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