Ecological Disturbance: A Test of the Matching Hypothesis

1980 ◽  
Vol 5 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Thomas J. Curran ◽  
Bob Algozzine
Keyword(s):  
Emotional Disturbance ◽  
Ecological Theory ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Ecological Disturbance ◽  
Ecological Theories ◽  
Potential Benefits ◽  
Matching Hypothesis ◽  
Critical Components ◽  
Different Levels

Ecological theories of emotional disturbance emphasize the interactions between the child's unique characteristics and reactions of others to those features as critical components in defining disturbance. In this study, regular classroom teachers with different levels of tolerance for immature behaviors were asked to rate a hypothetical child thought to exhibit immature or defiant behaviors. An analyses of of the teachers' ratings of the child's likelihood of success in a regular classroom suggested that tolerance was influential in the teachers' decisions regarding the child. The implications of the results are discussed with regard to assumptions underlying ecological theory, and as support for the potential benefits of ecological matching of teachers and children.1

Mainstreaming: An Examination of the Attitudes and Needs of Regular Classroom Teachers

1979 ◽  
Vol 2 (3) ◽  
pp. 58-62 ◽  
Author(s):  
Floyd Hudson ◽  
Steve Graham ◽  
Michael Warner
Keyword(s):  
Support Services ◽  
Training Needs ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Exceptional Children ◽  
Regular Class ◽  
Secondary Purpose ◽  
Educational Degree ◽  
Teachers Attitudes ◽  
And Training

A questionnaire was administered to elementary-school regular class teachers to determine their attitudes and needs in regard to mainstreaming the exceptional child. The questionnaire was designed to elicit teachers' attitudes and their perceptions of time, materials, skills, support services, and training needs in relation to teaching mainstreamed exceptional children in their classroom. The secondary purpose of the study was to determine whether locale, educational degree, or teaching level affect those perceptions. Results indicated that teachers evidenced unfavorable attitudes towards mainstreaming. They believed that they did not have the time, support services, or training necessary to teach exceptional children in their classroom effectively. It was speculated that with additional training, teachers would have the necessary skills to competently participate in a mainstreaming program. Locale, educational degree, and teaching level did not differentially affect teachers' attitudes and needs.

Perceptions of Classroom Teachers, Principals, and Resource Room Teachers of the Actual and Desired Roles of the Resource Teacher

1981 ◽  
Vol 14 (10) ◽  
pp. 600-603 ◽  
Author(s):  
Susan Evans
Keyword(s):  
Teacher Participation ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Resource Room ◽  
Resource Teachers ◽  
Resource Teacher ◽  
Principals Perceptions ◽  
Time Resource ◽  
Regular Classroom Teachers

This study investigated whether the perceptions of resource room teachers, regular classroom teachers, and principals differ in what they think the role of the resource teacher should be and what they know it actually is. The responses indicate considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. Principals perceptions of the percentage of time resource room teachers spend in actual roles were in considerable agreement with the responses of the resource teachers. Although this was not true for the estimates of the classroom teachers, this group was the most supportive of increased resource room teacher participation in communication and consultation activities.

scholarly journals Social Ecology of Police Resilience

2021 ◽  
pp. 181-196
Author(s):  
Mehdi Ghazinour and ◽  
Arian Rostami
Keyword(s):  
Social Support ◽  
Police Officers ◽  
Analytical Approach ◽  
Ecological Theory ◽  
Organizational Factors ◽  
Behavioral Effects ◽  
Positive Development ◽  
Social Ecological ◽  
The World ◽  
Different Levels

Research shows that police work is one of the most stressful professions in the world, and police officers typically suffer a variety of physiological, psychological, and behavioral effects and symptoms. Thus, constant exposure to stressful situations requires resilient police officers. Legislation, social support, organizational factors, and individual resources all play different roles in maintaining resilience among police officers. The aim of this chapter is to contribute to a multisystemic ecological theory of police resilience. By applying this analytical approach, the authors illustrate how systems on different levels interact with each other reciprocally. They conclude that resilience is necessary for officers to have the capacity to act authoritatively in uncertain situations. The use of multisystemic social-ecological theory provides a deeper understanding of the processes that contribute to positive development in professionally stressful contexts.

scholarly journals Hearing things in music for films: music, fiction and engagement

2013 ◽  
Vol 3 (1-2) ◽  
pp. 64-77 ◽  
Author(s):  
Birger Langkjær
Keyword(s):  
Film Music ◽  
Music Analysis ◽  
Audience Engagement ◽  
Opening Scene ◽  
Musical Perception ◽  
Ecological Theories ◽  
Level Model ◽  
John Williams ◽  
Dramatic Space ◽  
Different Levels

Film music is often thought of as something that adds to the visuals. Yet, this truism somehow obscures the complexity of how film music works. First, music has no single and fixed meaning that can be added to the visuals in the first place. Second, experiencing audiovisual meaning can be accounted for on several levels. For that reason this article proposes eight different but complementary ways of listening to music along the lines of ecological theories of musical perception in which it is argued that we hear things, that is, referential matters in music. The validity of this is demonstrated through the discussion of a series of scholarly interpretations of John Williams’ music for the opening scene of Jaws (1975). Second, it is argued that music may add meaning on different levels and a three level model of film music analysis is suggested in which the music as an expressive device, the fiction world as a dramatic space and kinds of audience engagement are conceived as three separate, yet interacting, levels of the filmic experience.

Classroom Support Questionnaire for Learning in Regular Classroom Teachers

2015 ◽  
Author(s):  
Yan Wang ◽  
Guanglun Michael Mu ◽  
Zhiqing Wang ◽  
Meng Deng ◽  
Li Cheng ◽  
...  
Keyword(s):  
Regular Classroom ◽  
Classroom Teachers ◽  
Regular Classroom Teachers

Efficacy of scholar’s prevention programs according to the preventive agent: professors versus experts / Eficacia de los programas de prevención escolar en función del agente preventivo: profesores vs expertos

2010 ◽  
Vol 10 (2) ◽  
Author(s):  
Mónica Gázquez Pertusa ◽  
José A. García del Castillo ◽  
José P. Espada Sánchez
Keyword(s):  
Daily Practice ◽  
Prevention Programs ◽  
Drug Prevention ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
School Based ◽  
Wide Range ◽  
Moderating Role ◽  
Regular Classroom Teachers

A lo largo de la literatura científica, se observa que los estudios que evalúan la eficacia de los programas escolares de prevención del abuso de sustancias han empleado una amplia gama de agentes de intervención. Sin embargo, en España, los programas escolares en la práctica cotidiana, en su gran mayoría, son aplicados únicamente por el profesorado de los centros escolares. A este respecto algunas investigaciones sugieren que la variable tipo de aplicador afecta a la eficacia de los programas escolares de prevención del consumo de drogas. En este artículo se presenta una revisión de estudios que comparan los resultados obtenidos en los programas escolares cuando son aplicados por los profesores habituales del aula frente a otros agentes externos al centro. Tomados en conjunto, los resultados de los estudios revisados son contradictorios y, por tanto, la evidencia no es concluyente. No obstante, se destaca el papel moderador de la variable tipo de monitor sobre los efectos de los programas. Por último, se recomienda conducir estudios que evalúen las características específicas o competencias que ha de poseer un monitor eficaz y cómo el entrenamiento puede contribuir a su adquisición o mejora. AbstractThroughout the scientific literature shows that studies evaluating the effectiveness of school-based substance abuse prevention programs have used a wide range of intervention agents. Nevertheless, in Spain, the school-based programs in daily practice, the vast majority, are applied only by regular classroom teachers of schools. In this regard, some research suggests that the variable type of applicator affects the effectiveness of school-based programs for drug prevention. This article presents a review of studies comparing the results obtained in the school-based programs when applied by regular classroom teachers to other external contributors. Taken together, the results of the reviewed studies are contradictory and, therefore, the evidence is not conclusive. However, it highlights the moderating role of the variabletype of monitor on the effects of programs. Finally, it is recommended to lead studies to evaluate the specific characteristics or skills that must have an effective monitor as the training can contribute to its acquisition or improvement.

A Novel GS1 Data Standard Adoption Roadmap for Healthcare Providers

2013 ◽  
pp. 41-57
Author(s):  
Nebil Buyurgan ◽  
Ronald L. Rardin ◽  
Raja Jayaraman ◽  
Vijith M. Varghese ◽  
Angelica Burbano
Keyword(s):  
Supply Chain ◽  
Healthcare Providers ◽  
Healthcare Industry ◽  
Data Standards ◽  
Pilot Studies ◽  
Potential Benefits ◽  
Standards Adoption ◽  
Expected Benefits ◽  
Flexible Foundation ◽  
Different Levels

The use of GS1 Data Standards is envisioned to improve the efficiency of the healthcare supply chain as it did for the retail supply chain. The healthcare industry, especially providers, acknowledges their potentials; however, there are misconceptions and lack of understanding the associated costs and expected benefits. This study presents an adoption roadmap for GS1 Data Standards at the provider level in healthcare industry. The developed roadmap is a result of systematic efforts at conducting extensive studies, examining the best practices, and interacting with industry leaders. The adoption roadmap includes different levels and sublevels to provide a flexible foundation for healthcare providers where alternative adoption paths will be available for their immediate needs and requirements. Sublevels have a recommended precedence structure to realize maximum gains from the adoptions. The feasibility and practicality of the developed roadmap has been validated by two pilot studies, which were conducted in collaboration with two hospital provider partners. The pilot studies helped identify potential benefits as well as roadblocks and barriers for different levels of GS1 Data Standards adoption. The results indicate that the adoption is not an easy process and may require many workarounds; however, the potential gains are significant.

Using Bronfenbrenner's Ecological Framework to Design Support Systems for Education and Special Education

2016 ◽  
pp. 11-31
Author(s):  
Gabriela Walker ◽  
Elizabeth Pattison
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Support Systems ◽  
Ecological Theory ◽  
Deep Understanding ◽  
Ecological Framework ◽  
Classroom Teachers ◽  
Conceptual Frameworks ◽  
Design Support ◽  
Human Relationships

Principles of Bronfenbrenner's Ecological Theory were reviewed to examine potential uses for classroom teachers and re-imagine Bronfenbrenner's System's Theory into a series of novel frameworks that could be practically applied to students' lives and experiences outside of the classroom environment. This interpretive review offers educators and families novel conceptual frameworks intended to foster deep understanding of individual students and to provide practical tools to visualize and navigate the unique web of human relationships and support available outside of the classroom. Fourteen newly created “systems theories” are briefly presented here.

Educator Perceptions of Behavior Problems of Mainstreamed Students

1984 ◽  
Vol 51 (4) ◽  
pp. 298-303 ◽  
Author(s):  
N. Jo Campbell ◽  
Judith E. Dobson ◽  
Jane M. Bost
Keyword(s):  
Behavior Problems ◽  
School Environment ◽  
Behavior Management ◽  
Student Behavior ◽  
Special Educators ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Behavioral Treatments ◽  
Physically Handicapped ◽  
Mainstreamed Students

The behavior problems of students in mainstreamed classrooms may be due in part to the expectations of educators who have not internalized information on teaching the diversity of students found in that setting. The educators involved in this study were predominantly regular classroom teachers but also included counselors, librarians, special educators, administrators, etc. They appeared to perceive student behavior problems as more serious when displayed by nonhandicapped or physically handicapped students than when displayed by mentally handicapped students. The same educators recommended more behavioral treatments having an authoritarian orientation for nonhandicapped than for physically handicapped students. This study indicates educators need to develop attitudes and skills necessary for behavior management in the mainstreamed school environment.

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