Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation

Objective: To synthesize the evidence on the efficacy of ADHD teacher training interventions for teachers’ ADHD knowledge and reducing pupils’ ADHD-type behaviors. Method: Six electronic databases were systematically searched up to 14/04/20. Meta-analyses were performed to pool standardized mean differences (SMD). Results: 29 studies were included in the systematic review, and 22 meta-analyzed. SMD for teacher knowledge within subjects at post-test and follow-up was 1.96 (95% confidence interval = 1.48, 2.43) and ‒1.21 (–2.02, –0.41) respectively. Between subjects analyses at post-test showed SMD = 1.56 (0.52, 2.59), with insufficient data at follow-up. At post-test, SMD for pupils’ behavior within and between subjects was 0.78 (0.37, 1.18), and 0.71 (–0.11, 1.52), respectively. Medium-to-high risk of bias was found in all but one study. Conclusion: ADHD teacher training programs may be effective in initially improving ADHD teachers’ knowledge. There is inconsistent evidence for their efficacy to reduce students’ ADHD-type behaviors.

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Six Teacher Training Programs Highlighted in New "No Child Left Behind" Publication: Alternative Routes to Teacher Certification guide features promising, innovative practices in education

PsycEXTRA Dataset ◽

10.1037/e471452006-001 ◽

2004 ◽

Author(s):

Keyword(s):

No Child Left Behind ◽

Teacher Training ◽

Teacher Certification ◽

Training Programs ◽

Left Behind ◽

Teacher Training Programs ◽

Alternative Routes

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Meeting the Needs of Rural Teachers of Visually Impaired Students

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x8708100508 ◽

1987 ◽

Vol 81 (5) ◽

pp. 204-209 ◽

Cited By ~ 2

Author(s):

M.J. Bina

Keyword(s):

Teacher Training ◽

Visually Impaired ◽

Training Programs ◽

Rural Teachers ◽

Sense Of Humor ◽

Itinerant Teachers ◽

Teacher Training Programs ◽

Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

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Public School and University Teacher Training Programs for Behaviorally Disordered Children: Are They Compatible?

Behavioral Disorders ◽

10.1177/019874298000500304 ◽

1980 ◽

Vol 5 (3) ◽

pp. 151-155 ◽

Cited By ~ 6

Author(s):

Kenneth Kavale ◽

Alfred Hirshoren

Keyword(s):

Public School ◽

Teacher Training ◽

Training Programs ◽

Behavior Disorder ◽

Theoretical Models ◽

School Behavior ◽

Behaviorally Disordered ◽

School Programs ◽

Teacher Training Programs ◽

University Teacher Training

The findings from a survey of public school programs for behaviorally disordered children are presented suggesting that a majority considered their theoretical focus to be behavioral. If a majority of university teacher-training programs in behavior disorder also consider their primary theoretical focus to be behavioral as previous research suggested, then the two would appear to complement each other. Another portion of the survey, however, indicated that the pragmatic approaches to treatment found in public school behavior disorders programs cover techniques reflecting a wide variety of theoretical models. Consequently, there exists a mismatch which prevents maximum effectiveness in both teacher training and service delivery for behaviorally disordered children. It was concluded that university teacher training programs should reflect a more eclectic stance by carefully synthesizing assorted theoretical components into a composite which meets the diverse pragmatic demands of public school programs for behaviorally disordered children.1

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