Republication of “Acceptability of Behavioral lnterventions Used in Classrooms: The Influence of Amount of Teacher Time, Severity of Behavior Problem, and Type of Intervention”

2017 ◽  
Vol 43 (1) ◽  
pp. 262-268 ◽  
Author(s):  
Joseph C. Witt ◽  
Stephen N. Elliott ◽  
B. K. Martens
Keyword(s):  
Student Teachers ◽  
Classroom Teachers ◽  
Classroom Environments ◽  
Classroom Intervention ◽  
Negative Effects ◽  
Teacher Judgments ◽  
Five Factors ◽  
Reliable Instrument ◽  
Unitary Concept ◽  
Undue Risk

This article explored factors related to teacher judgments that an intervention is either acceptable or unacceptable for use in typical classroom environments. The acceptability of various interventions was assessed by having 180 preservice and student teachers read case studies involving a classroom intervention and then judging the acceptability of the intervention according to five factors — whether the intervention was considered generally acceptable, whether it posed undue risk to the child, whether it required excessive teacher time, whether it had negative effects on nontarget children, and whether it required such high levels of teacher skill that the typical teacher could not implement it. The major outcomes of the study included: (a) the determination that acceptability of a classroom intervention is not a unitary concept, rather it embodies five components; (b) the construction of a reliable instrument for assessing the acceptability of classroom interventions; and(c) the finding that various interventions differ markedly in their acceptability. Results are discussed in terms of relevance to developing interventions that are effective and yet can be utilized by regular classroom teachers.

Acceptability of Behavioral Interventions Used in Classrooms: The Influence of Amount of Teacher Time, Severity of Behavior Problem, and Type of Intervention

1984 ◽  
Vol 9 (2) ◽  
pp. 95-104 ◽  
Author(s):  
Joseph C. Witt ◽  
Stephen N. Elliott ◽  
B. K. Martens
Keyword(s):  
Student Teachers ◽  
Behavioral Interventions ◽  
Classroom Teachers ◽  
Classroom Environments ◽  
Classroom Intervention ◽  
Negative Effects ◽  
Teacher Judgments ◽  
Five Factors ◽  
Reliable Instrument ◽  
Unitary Concept

This article explored factors related to teacher judgments that an intervention is either acceptable or unacceptable for use in typical classroom environments. The acceptability of various interventions was assessed by having 180 preservice and student teachers read case studies involving a classroom intervention and then judging the acceptability of the intervention according to five factors — whether the intervention was considered generally acceptable, whether it posed undue risk to the child, whether it required excessive teacher time, whether it had negative effects on nontarget children, and whether it required such high levels of teacher skill that the typical teacher could not implement it. The major outcomes of the study included: (a) the determination that acceptability of a classroom intervention is not a unitary concept, rather it embodies five components; (b) the construction of a reliable instrument for assessing the acceptability of classroom interventions; and (c) the finding that various interventions differ markedly in their acceptability. Results are discussed in terms of relevance to developing interventions that are effective and yet can be utilized by regular classroom teachers.

STUDENT TEACHERS PERCEPTION TOWARDS TEACHING PRACTICUM PROGRAMME

2014 ◽  
Vol 2 (10) ◽  
pp. 121-130
Author(s):  
NORMAH YUSOF ◽  
AKMAH YUSOF ◽  
AZAHARI B MD ALI ◽  
CHE MOHD NAZRIN B CHE MOHD YUSOFF ◽  
MOHD NUR SHAFIQ B MOHD FARZA ◽  
...  
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
School Environment ◽  
Qualitative Methodology ◽  
Teaching Experience ◽  
Classroom Teachers ◽  
Teaching Practicum ◽  
And Linguistics

One of the requirements to qualify as a teacher is to undergo a teaching practicum during which one gains teaching experience. This practicum is considered as the most significant way in helping student teachers to become effective classroom teachers. This study investigates UniSZA student teachers perception towards teaching practicum and the challenges encountered by them. 45 Diploma in Teaching of English (TESL) Semester 5 students at the Faculty of Languages and Linguistics (FLL), Universiti Sultan Zainal Abidin (UniSZA) were chosen as respondents. The research employed qualitative methodology with questionnaire administered to examine the respondent’s answer for every question asked. The findings indicated that the student teachers have different perception and expectation regarding teaching practicum but most of them looked forward to it. The result of this study also highlighted two prominent challenges encountered by the student teachers that were to adapt with the school environment and the classroom management. Findings of this study would provide a deeper understanding on the Teaching Practicum organized by the Faculty of Languages and Communication.

Teacher Training for the Future: A Northern Ireland Perspective

1990 ◽  
Vol 7 (3) ◽  
pp. 269-278 ◽  
Author(s):  
Roger S. Jarvis
Keyword(s):  
Northern Ireland ◽  
Student Teachers ◽  
Primary Schools ◽  
Secondary Phase ◽  
School Experiences ◽  
Classroom Teachers ◽  
Primary School Teachers ◽  
The Difference ◽  
Musical Understanding

This article examines the difference between the systems of education in Northern Ireland and on the mainland. For student teachers preparing for the Secondary phase, the isolation of Northern Ireland needs to be counterbalanced. Assisting students to adopt a curriculum philosophy very different from that which underpins their own recent school experiences requires both careful preparation and the support of appropriate classroom experiences. In preparing Primary school teachers to use music in their classroom two issues need to be addressed: the development of musical understanding in students with minimal practical musical skill, and the preparation of specialists to adopt the role of Music Co-ordinator in their schools. Account needs to be taken in the training of all teachers of the cross-curricular themes of Education for Mutual Understanding, Cultural Heritage and Information Technology. Finally, the author proposes a strategy for musical support and development of classroom teachers serving in primary schools.

Assessment of Student Teachers by College Supervisors

1987 ◽  
Vol 61 (1) ◽  
pp. 275-283 ◽  
Author(s):  
John R. Bing ◽  
Andrew L. Cherry
Keyword(s):  
Student Teachers ◽  
Communication Skills ◽  
Principal Components ◽  
Instructional Environment ◽  
Human Relationships ◽  
Factorial Method ◽  
Professional Responsibilities ◽  
Five Factors ◽  
Oblimin Rotation

This study examined a subset of 46 variables on a 52-item form for evaluating student teachers to determine the underlying dimensions tapped by the instrument. 482 evaluations completed by 33 college supervisors were analyzed using the principal components factorial method. Five factors with factorial loadings of at least .50 on the item variables were identified in 34 iterations using oblimin rotation. Five factors were interpreted as: I. Management of the Instructional Environment, II. Professional Responsibilities, III. Human Relationships, IV. Planning of Instruction, and V. Communication Skills.

Student Teachers' Observations of Unfavorable Teacher Behaviors Exhibited in Classrooms

2011 ◽  
Vol 108 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Mücahit Dilekmen
Keyword(s):  
Student Teachers ◽  
Physical Aggression ◽  
Primary Schools ◽  
Verbal Aggression ◽  
Teacher Behaviors ◽  
Classroom Teachers ◽  
Male And Female ◽  
Female Teachers

The aim of this study was to identify male and female teachers' misbehaviors in classrooms and determine the variance of those misbehaviors in schools in different socioeconomic areas. The study was conducted in 24 primary schools in Erzurum province with a total of 210 classroom teachers. Data were obtained through observations made by 210 student teachers. The data collected were analysed through descriptive analyses by the researcher. 661 misbehaviors were observed and classified into six different categories, namely, physical aggression, passive (verbal) aggression, constant nervousness, trouble in managing the classroom, class failures pertaining to instruction, and other.

scholarly journals Validation of the Adherence Determinants Questionnaire scale among women with breast and cervical cancer

2015 ◽  
Vol 23 (5) ◽  
pp. 971-978 ◽  
Author(s):  
Paula Renata Amorim Lessa ◽  
Samila Gomes Ribeiro ◽  
Priscila de Souza Aquino ◽  
Paulo Cesar de Almeida ◽  
Ana Karina Bezerra Pinheiro
Keyword(s):  
Cervical Cancer ◽  
Factor Analysis ◽  
Reliability And Validity ◽  
Content Validation ◽  
Methodological Study ◽  
Breast And Cervical Cancer ◽  
Five Factors ◽  
Brazilian Version ◽  
Reliable Instrument ◽  
Original Scale

Objectives: the aim was to translate and culturally adapt the Adherence Determinants Questionnaire scale for the Portuguese language in the Brazilian context, and to check its reliability and validity to analyze the elements of the adherence of patients to the clinical treatment for breast and cervical cancer.Method: this was a methodological study, carried out in two oncology reference centers. The sample consisted of 198 participants, with 152 being treated for breast cancer and 46 being treated for cervical cancer. The content validation was performed by a committee of experts. The construct validation was demonstrated through factor analysis and the reliability was analyzed using Cronbach's alpha.Results: the committee of experts made the necessary adjustments so that the scale was adapted to the Brazilian context. The factor analysis suggested a reduction from seven to five factors and the maintenance of 38 items similar to those of the original scale. The reliability, investigated through Cronbach's alpha, was .829, showing high internal consistency.Conclusion: it was concluded that the Brazilian version of the Adherence Determinants Questionnaire scale is a valid and reliable instrument that is able to measure the elements of adherence to the treatment for breast and cervical cancer.

scholarly journals Causes and Management Of Stress Among Student Teachers: A Case Of University Of Cape Coast, Distance Education Centres In The Central Region Of Ghana

2019 ◽  
Vol 8 (2) ◽  
pp. 154-163
Author(s):  
Lydia Aframea Dankyi ◽  
Vincent Mensah Minadzi ◽  
Joyce Kwakyewaa Dankyi ◽  
Felix Senyametor
Keyword(s):  
Distance Education ◽  
Student Teachers ◽  
Management Strategies ◽  
Sampling Technique ◽  
Education Student ◽  
Ministry Of Education ◽  
Negative Effects ◽  
Cape Coast ◽  
Leadership Management ◽  
The Government

The Researchers investigated into the causes, effects and management strategies of stress among University of Cape Coast Distance Education student teachers in the Central of Ghana. The study employed the Phenomenology approach to provide insights into the sources of stress and how it can be managed to reduce its negative effects on student teachers and their performance in the classroom. Purposive sampling technique was used to select Twenty- eight (28) participants for the study. It emerged from the study that stress is caused by personal/individual factors, interpersonal factors, leadership/management factors as well as professional factors. It was, also, found out that individuals adopt various ways and means such as seeking counselling services, involving in political arguments to while away time to reduce tension and talking to friends. The study recommends that the management of CoDE organize regular orientation programme for teachers on how to deal with stress professionally. It is also recommended that the government through the Ministry of Education trains more teachers to reduce workload on teachers. Lastly, GES should encourage teachers to engage in extra-curricular activities to reduce stress.

Developing student teachers’ teaching self-efficacy through Shared Mentoring in Learning Environments (SMILE)

2018 ◽  
Vol 7 (1) ◽  
pp. 35-53 ◽  
Author(s):  
Estella W. Chizhik ◽  
Alexander W. Chizhik ◽  
Catherine Close ◽  
Margaret Gallego
Keyword(s):  
Student Teachers ◽  
Learning Environments ◽  
Teacher Development ◽  
Student Teaching ◽  
Comparison Group ◽  
Traditional Approach ◽  
Teaching Efficacy ◽  
Classroom Teachers ◽  
Content Type ◽  
Field Supervisors

Purpose The researchers developed a model of mentoring student teachers, known as Shared Mentoring in Learning Environments (SMILE), to provide opportunities for classroom teachers to build shared understanding with university field supervisors. The purpose of this paper is to compare teaching efficacy of those student teachers who matriculated through the SMILE approach with mentoring student teachers who matriculated through a traditional approach to mentoring and identifying aspects of SMILE that may have contributed to the development of teacher efficacy. Design/methodology/approach A total of 29 student teachers participated in the SMILE model of supporting student teaching, and 29 student teachers (comparison group) were provided with a traditional support structure. At the start and end of their one-year post-baccalaureate credential program, all student teachers completed a teaching efficacy questionnaire. During the last month of the teacher-credential program, all student teachers were interviewed in focus groups regarding the quality of their student-teaching mentoring. In addition, the researchers asked classroom teachers in the SMILE cohort to complete a questionnaire, identifying specific strengths and weaknesses of the SMILE model of mentoring student teachers. Findings Student teachers in the SMILE cohort improved their teaching efficacy in comparison with student teachers in a traditional model of support. SMILE student teachers appreciated critical feedback, while the comparison group participants focused on whether feedback was positive or negative. In addition, SMILE student teachers attributed their development of instructional skills to the mentoring process from classroom teachers and university supervisors, while comparison group participants attributed their development as teachers mainly to their classroom teachers who modeled effective instructional strategies. SMILE classroom teachers made reference to how particular aspects of the model (e.g. sequencing and lesson study) contributed to both student- and mentor-teacher development. Originality/value The SMILE approach to mentoring student teachers facilitated collaboration between university field supervisors and classroom teachers in joint mentoring of future teachers into their profession, a rare occurrence in teacher education programs. Joint mentoring led to improved teaching efficacy among student teachers.

scholarly journals Design and Evaluation of the Psychometric Properties of a Paternal Adaptation Questionnaire

2016 ◽  
Vol 12 (6) ◽  
pp. 2018-2028 ◽  
Author(s):  
Narges Eskandari ◽  
Masoumeh Simbar ◽  
AbouAli Vadadhir ◽  
Ahmad Reza Baghestani
Keyword(s):  
Psychometric Properties ◽  
Content Validity ◽  
Intraclass Correlation ◽  
Correlation Coefficients ◽  
Roles And Responsibilities ◽  
Five Factors ◽  
Reliable Instrument ◽  
Depth Interviews ◽  
Qualitative Phase ◽  
Spearman’S Correlation

The present study aimed to design and evaluate the psychometric properties of the Paternal Adaptation Questionnaire (PAQ). The study was a mixed (qualitative and quantitative) sequential exploratory study. In the qualitative phase, a preliminary questionnaire with 210 items emerged from in-depth interviews with 17 fathers and 15 key informants. In the quantitative phase, psychometric properties of the PAQ were assessed. Considering cutoff points as 1.5 for item impact, 0.49 for content validity ratio (CVR), and 0.7 for content validity index (CVI), items of the questionnaire were reduced from 210 to 132. Assessment of the content validity of the questionnaire demonstrated S-CVR = 0.68 and S-CVI = 0.92. Exploratory factor analysis resulted in the development of a PAQ with 38 items classified under five factors (ability in performing the roles and responsibilities; perceiving the parental development; stabilization in paternal position; spiritual stability and internal satisfaction; and challenges and concerns), which explained 52.19% of cumulative variance. Measurement of internal consistency reported a Cronbach’s α of .89 for PAQ (.61-.86 for subscales), and stability assessment of the PAQ through the test–retest demonstrated Spearman’s correlation coefficients and intraclass correlation coefficient of .96 (.81-.97 for subscales). It was identified that the PAQ is a valid and reliable instrument that could be used to assess fatherhood adaptation with the paternal roles and fathers’ needs, as well as to design appropriate interventions and to evaluate their effectiveness.

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