scholarly journals Teachers’ perception about genes and behavior

2018 ◽  
Vol 35 (4) ◽  
pp. 421-431
Author(s):  
Mayra ANTONELLI-PONTI ◽  
Fabiana Maris VERSUTI ◽  
José Aparecido DA SILVA
Keyword(s):  
Mental Illness ◽  
Teacher Perceptions ◽  
Behavioral Problems ◽  
Environmental Influence ◽  
Environmental Influences ◽  
Learning Difficulties ◽  
Educational Environment ◽  
The United Kingdom ◽  
Teachers Attitudes ◽  
And Behavior

Abstract Knowing about teacher perceptions contributes to the understanding of teachers’ attitudes toward the behavior of their students. We evaluated the perceptions of 501 teachers about the genetic and environmental influences on behaviors considered relevant to the educational environment using an original questionnaire from the United Kingdom, adapted to the Portuguese language of Brazil. We found that the teachers attributed genetic and environmental influences evenly regarding personality and learning difficulties; greater genetic influence on intelligence and mental illness; and greater environmental influence on behavioral problems. Most teachers stated that having a student with genetically influenced learning difficulties would affect their method of instructing them.

scholarly journals The Role of Flexibility in the Realization of Inclusive Education

2021 ◽  
Vol 13 (8) ◽  
pp. 4452
Author(s):  
Laura Lübke ◽  
Martin Pinquart ◽  
Malte Schwinger
Keyword(s):  
Social Skills ◽  
Inclusive Education ◽  
Learning Difficulties ◽  
Social Benefits ◽  
Direct Effects ◽  
Behavioral Disturbances ◽  
Teachers Attitudes ◽  
And Behavior ◽  
Mainstream Students

This study focused on associations between teachers’ flexibility and their use of evidence-based strategies in inclusive education in a sample of N = 119 teachers. Flexibility showed direct effects on teachers’ attitudes towards the achievement of mainstream students and students with learning difficulties, attitudes towards social benefits of inclusion for students with emotional and behavioral disturbances, and on teachers’ self-efficacy regarding the support of students’ social skills. Furthermore, indirect effects of flexibility on intentions and behavior regarding the support of social skills were found. The findings emphasize the importance of teachers’ flexibility in the realization of inclusive education.

Do Race of Student and Race of Teacher Influence Ratings of Emotional and Behavioral Problem Characteristics of Students with Emotional Disturbance?

2005 ◽  
Vol 30 (4) ◽  
pp. 393-402 ◽  
Author(s):  
Douglas Cullinan ◽  
James M. Kauffman
Keyword(s):  
Teacher Perceptions ◽  
Emotional Disturbance ◽  
Behavioral Problems ◽  
Racial Bias ◽  
Behavioral Problem ◽  
Emotional And Behavioral Problems ◽  
Teachers Perceptions ◽  
Black And White ◽  
American Students ◽  
And Behavior

African American students are disproportionately likely to be identified with the emotional disturbance (ED) education disability. To investigate how teachers’ perceptions of students might vary by race, we analyzed Black and White teachers’ ratings of 769 students with ED, subdivided by race and grade level, on six emotional and behavior problem variables. Results did not support the position that, among students with ED, overrepresentation of African Americans arises from racial bias in teacher perceptions of emotional and behavioral problems; however, there were several interesting main and interaction effects. Discussion focused on implications of present results for the continuing issue of race disproportionality among students with ED, as well as several lines of research that might clarify race disproportionality and related issues in identification of students with ED.

585 The Relationship between Napping and Behavioral Problems among Vocational High School Students in China

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A231-A231
Author(s):  
Jing Han ◽  
Rendong Huang ◽  
Lei Yue ◽  
Naixue Cui ◽  
Fenglin Cao
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Internalizing Behavior ◽  
Individual Development ◽  
Vocational High School ◽  
School Students ◽  
And Behavior ◽  
The Relationship

Abstract Introduction Although napping is very common and related to the outcome of individual development, the relationship between napping and health is not the same in different social and cultural contexts. In China, napping is considered as a healthy lifestyle and is often associated with better adolescent development outcomes. As a special group of teenagers (the academic level does not meet the requirements of ordinary high school), vocational high school students have a higher incidence of behavioral problems than ordinary high school students. Therefore, the purpose of this study is to explore the characteristics of napping and its relationship with behavioral problems in vocational high school students. Methods The napping questionnaire, Youth Self Report (YSR), general information questionnaire and other tools for covariates were used to measure 2505 high school students (62.04% boys, 37.96% girls, 16.71±0.02 years), recruited by convenient sampling. The relationship between nappingand behavioral problems was analyzed by multiple linear regression. Results 72.58% of the participants reported taking a midday nap at least three days per week during the past month, and 55.79% of our sample reported naps more than 30 minutes. Multiple regression analysis showed that nap frequency was negatively associated with high school students’ behavior problems after controlling for general characteristics and other important covariates. Compared with high school students who did not nap or napped less than 1 time/week, high school students who napped 1–2 times/week or 3–4 times/week had lower level of both internalizing behavior problems and externalizing behavior problems. There was no statistically significant association between nap duration and behavior problems. Conclusion This study finds that when napping is allowed, moderate frequency of napping is associated with lower level of internalizing and externalizing behavioral problems in vocational high school students, while nap duration is not significantly associated with behavioral problems. Further research is needed to explore the mechanism of the relationship between napping and behavior problems. Support (if any):

Mental Illness Among Immigrant Minorities in the United Kingdom

1986 ◽  
Vol 149 (3) ◽  
pp. 265-273 ◽  
Author(s):  
M. London
Keyword(s):  
Health Care ◽  
Mental Illness ◽  
United Kingdom ◽  
Cultural Studies ◽  
Health Professionals ◽  
Clinical Presentation ◽  
Psychiatric Service ◽  
Cross Cultural ◽  
The United Kingdom ◽  
Cross Cultural Studies

Cross-cultural studies on immigrants from Pakistan and the New Commonwealth are reviewed, with emphasis on epidemiology and differences in clinical presentation. Their referral to the psychiatric service is also examined and deficiencies are noted. Awareness of transcultural issues among health professionals need to be increased in order to achieve diagnosis and improvements in health care.

scholarly journals Hand preference and Mathematical Learning Difficulties: New data from Greece, the United Kingdom, and Germany and two meta-analyses of the literature

2019 ◽  
Author(s):  
Marietta Papadatou-Pastou ◽  
Despoina A. Panagiotidou ◽  
Filippo Abbondanza ◽  
Ursula Fischer ◽  
Silvia Paracchini ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Learning Difficulties ◽  
Hand Preference ◽  
Self Report ◽  
Special Educational Needs ◽  
Mathematical Learning ◽  
The United Kingdom ◽  
Combining Data ◽  
Meta Analyses ◽  
Mathematical Learning Difficulties

Increased rates of atypical handedness are observed in neurotypical individuals who are low-performing in mathematical tasks as well as in individuals with special educational needs, such as dyslexia. This is the first investigation of handedness in individuals with Mathematical Learning Difficulties (MLD). We report three new studies (N = 134; N = 1,893; N = 153) and two sets of meta-analyses (22 studies; N = 3,667). No difference in atypical hand preference between MLD and Typically Achieving (TA) individuals was found when handedness was assessed with self-report questionnaires, but weak evidence of a difference was found when writing hand was the handedness criterion in Study 1 (p = .049). Similarly, when combining data meta-analytically, no hand preference differences were detected. We suggest that: (i) potential handedness effects require larger samples, (ii) direction of hand preference is not a sensitive enough measure of handedness in this context, or that (iii) increased rates of atypical hand preference are not associated with MLD. The latter scenario would suggest that handedness is specifically linked to language-related conditions rather than conditions related to cognitive abilities at large. Future studies need to consider hand skill and degree of hand preference in MLD.

scholarly journals PENGARUH RELIGIOSITY DAN LINGKUNGAN TERHADAP KEPATUHAN PAJAK ORANG PRIBADI DI SURABAYA

2020 ◽  
Vol 3 (2) ◽  
pp. 29-35
Author(s):  
Ria Dewi Ambarwati ◽  
Nur Farida Liyana
Keyword(s):  
Regression Analysis ◽  
Environmental Influence ◽  
Environmental Influences ◽  
Tax Compliance ◽  
Positive Influence ◽  
Religious Organizations ◽  
Religious Leaders ◽  
Significant Positive Effect ◽  
Referent Group ◽  
Positive Effect

Religiosity and environmental influences (group references) are two things that are believed to have a positive influence on tax compliance. This has been proven by previous studies focusing on the determinants of tax compliance. For this reason, this study will conduct a survey of 300 individual taxpayers in Surabaya to see whether there is an influence of religiosity and environmental influence on a person's decision to comply with tax rules. For this reason, a regression analysis was conducted and it was found that there was a significant positive effect between the level of religiosity and the influence of the environment (referent group) on tax compliance. This means that the more religious a person is, the more chance he will obey the tax rules. Likewise, a person's chances of complying with taxes will increase if one's environment is also compliant with taxes. For this reason, DGT needs to collaborate with religious organizations, religious leaders and communities to be able to voice the importance of taxes and the need for compliance with tax regulations. Kereligiusan seseorang dan pengaruh lingkungan (referensi kelompok) merupakan dua hal yang dipercaya memiliki pengaruh positif terhadap kepatuhan pajak. Hal ini telah dibuktikan oleh penelitian-penelitian tedahulu yang berfokus kepada faktor penentu kepatuhan pajak. Untuk itu di penelitian ini akan dilakukan survey kepada 300 Wajib Pajak orang pribadi di Surabaya untuk   melihat apakah ada pengaruh religiusitas dan pengaruh lingkungan kepada keputusan seseorang untuk patuh terhadap aturan perpajakan. Untuk itu dilakukan analisis regresi dan diperoleh bahwa benar terdapat pengaruh positif signifikan antara tingkat religiustas (religiosity) dan pengaruh lingkungan (referent group) terhadap kepatuhan pajak (tax compliance). Hal ini berarti semakin religious seseorang maka peluang dia untuk patuh terhadap aturan pajak semakin tinggi. Demikian pula bahwa peluang seseorang untuk patuh terhadap pajak akan meningkat jika lingkungan seseorang tersebut juga patuh terhadap pajak. Untuk itu DJP perlu untuk melakukan kerjasama denga organisasi keagamaan, tokoh agama dan komunitas-komunitas untuk dapat menyuarakan pentingnya pajak dan perlunya kepatuhan terhadap aturan perpajakan.

An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

2013 ◽  
Vol 31 (3) ◽  
pp. 271-286 ◽  
Author(s):  
Aikaterini Gari ◽  
Kostas Mylonas ◽  
Sarka Portešová
Keyword(s):  
Primary School ◽  
Learning Difficulties ◽  
Gifted Students ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Two Samples ◽  
Years Of Teaching Experience ◽  
Separate System ◽  
Teachers Attitudes

The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.

Strategy Instruction in Planning: Effects on the Writing Performance and Behavior of Students with Learning Difficulties

1997 ◽  
Vol 63 (2) ◽  
pp. 167-181 ◽  
Author(s):  
Susan De La Paz ◽  
Steve Graham
Keyword(s):  
Learning Difficulties ◽  
Strategy Instruction ◽  
Writing Performance ◽  
Composing Process ◽  
And Behavior ◽  
Over Time

Students with learning difficulties typically approach writing by retrieving from memory whatever seems appropriate and writing it down. This retrieve-and-write process minimizes the role of reflection and planning in the composing process. In the current study, we taught three students with learning difficulties a strategy designed to help them become more reflective when writing opinion essays. Following instruction in the strategy, students wrote essays that were longer, provided more support for their premise, and were qualitatively better. Two of the students also changed their approach to writing, developing an initial plan prior to writing that they continued to elaborate and refine as they wrote. Changes in both writing performance and behavior were maintained over time.

Teaching the Teachers the Genetics of Learning: An Application of the Mixed Blessings Model

2021 ◽  
Author(s):  
Sally A. Larsen ◽  
Callie Little
Keyword(s):  
Genetic Variation ◽  
Teacher Perceptions ◽  
Genetic Information ◽  
Teaching Practice ◽  
Genetic Research ◽  
Genetic Influences ◽  
School Contexts ◽  
Genetics Research ◽  
New Directions ◽  
And Behavior

Decades of educational genetics research has highlighted that differences in academic achievement are partly explained by genetic variation between individuals. Consequently, there is ongoing discussion about whether genetic influences on educationally-related traits should be more widely acknowledged in schools and communicated specifically to teachers. Nonetheless, there is little research on how teachers might interpret such information, and how it might alter their perceptions of the students they teach, or their teaching practice. In this review we draw on the mixed blessings model proposed by Haslam and Kvaale (2015) as a framework for defining both positive and negative repercussions of disseminating the findings of educational genetic research to teachers. We discuss research examining teacher perceptions of student ability and behavior, and findings outlining perceptions of psychological disorders when genetic explanations are invoked. We conclude by proposing new directions for research designed to better understand interpretations of genetic information in school contexts.

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