Pre‐service teachers' beliefs and pupil control ideology: the custodializing practicum

2010 ◽  
Vol 48 (1) ◽  
pp. 64-88 ◽  
Author(s):  
Glenn Rideout ◽  
Larry Morton
1985 ◽  
Vol 45 (4) ◽  
pp. 889-896 ◽  
Author(s):  
Steve Graham ◽  
Jeri Benson ◽  
Nick Henry

2014 ◽  
Vol 38 (2) ◽  
pp. 128-149 ◽  
Author(s):  
David F. Curtis ◽  
Richard J. Hamilton ◽  
Dennis W. Moore ◽  
Stewart Pisecco

This investigation examined the relationship between teachers’ beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs examined were personal teaching efficacy, general teaching efficacy, and pupil control ideology (PCI). Samples were compared regarding their preferences for the daily report card, response cost technique, classroom lottery, and medication as classroom strategies for managing ADHD-related behavioural concerns. Data were analysed using general linear modelling techniques, and an interaction was demonstrated between ADHD intervention x PCI x nationality. Differences were observed for ADHD interventions across samples based upon pupil control orientations. Implications for educators and their classroom practices are discussed.


1975 ◽  
Vol 44 (1) ◽  
pp. 14-17 ◽  
Author(s):  
Orr N. Brenneman ◽  
Donald J. Willower ◽  
Patrick D. Lynch

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