Exploring School Adjustment and Character Strengths of At-Risk Learners in Educational Blind Spots across Latent Class Groups: Recognized by elementary school teachers

2021 ◽  
Vol 35 (4) ◽  
pp. 687-706
Author(s):  
Inwha Yoo ◽  
Sumi Choi ◽  
Changhyeon Gim ◽  
Yewon Jang ◽  
Sohyun An
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Latent Class ◽  
Character Strengths ◽  
School Adjustment ◽  
Class Groups ◽  
School Teachers ◽  
Blind Spots

scholarly journals Promoting resilience : teachers' preceptions from the classroom

2021 ◽  
Author(s):  
Meghann Proulx
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Social Competence ◽  
Elementary School Teachers ◽  
Teaching Methods ◽  
Risk And Resilience ◽  
School Teachers ◽  
High Expectations ◽  
Growing Body ◽  
The One

This paper examined seven teachers' interpretations of the terms 'at risk' and resilience, their preceived influential role, and universal teaching methods that were perceived to promote resilient behaviours in the classroom. 'At risk' was described as a more familiar term than resilience, with a stronger focus in schools on academic 'at risk'. Resilience was viewed to be predominantly a result of internal attributes. Four themes emerged from the one-on-one interviews with elementary school teachers. Responsibilities, high expectations, consistency, and social competence were perceived by the teachers as leading to resilience development among their students. This study adds to the growing body of research which aims at uncovering the processes leading to the development of resilience.

scholarly journals ELEMENTARY SCHOOL TEACHERS’ EXPERIENCES REGARDING THE PREREFERRAL PROCESS

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mine Kizir ◽  
Candan Hasret Şahin
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Referral Process ◽  
School Teachers ◽  
Students At Risk ◽  
Effective Application ◽  
Teachers Experiences ◽  
Phenomenological Design ◽  
Identification Phase

<p>Informing teachers about identifying students at risk is necessary and important for effective application of interventions in the pre-referral process. The purpose of this study was to determine the adaptations that elementary school teachers did for their students at risk in the pre-referral process and to determine these teachers’ experiences in the process. In this study, the phenomenological design was used to determine the elementary school teachers’ views about the pre-referral process and their experiences regarding the process. In the present study, which was conducted to determine elementary school teachers’ experiences and views about the pre-referral process, three themes were obtained as a result of the analysis of the data collected via the interviews. The themes were as follows: teachers’ experiences and views about the identification phase, instructional adaptations in the pre-referral process and overall thoughts and suggestions regarding the pre-referral process. Informing teachers about the pre-referral process and about what to do in this process will not only help decrease the number of students involved in referral process by increasing the in-class adaptations but also allow keeping the students in the same class who will be able to continue their education with their peers with help of in-class interventions.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0651/a.php" alt="Hit counter" /></p>

scholarly journals Promoting resilience : teachers' preceptions from the classroom

2021 ◽  
Author(s):  
Meghann Proulx
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Social Competence ◽  
Elementary School Teachers ◽  
Teaching Methods ◽  
Risk And Resilience ◽  
School Teachers ◽  
High Expectations ◽  
Growing Body ◽  
The One

This paper examined seven teachers' interpretations of the terms 'at risk' and resilience, their preceived influential role, and universal teaching methods that were perceived to promote resilient behaviours in the classroom. 'At risk' was described as a more familiar term than resilience, with a stronger focus in schools on academic 'at risk'. Resilience was viewed to be predominantly a result of internal attributes. Four themes emerged from the one-on-one interviews with elementary school teachers. Responsibilities, high expectations, consistency, and social competence were perceived by the teachers as leading to resilience development among their students. This study adds to the growing body of research which aims at uncovering the processes leading to the development of resilience.

scholarly journals Comparison of Vocal Loading Parameters in Kindergarten and Elementary School Teachers

2014 ◽  
Vol 57 (2) ◽  
pp. 406-415 ◽  
Author(s):  
Angélique Remacle ◽  
Dominique Morsomme ◽  
Camille Finck
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Kindergarten Teachers ◽  
Cumulative Effects ◽  
Specific Group ◽  
School Teachers ◽  
Female Teachers ◽  
Professional Environment ◽  
Voice Use

Purpose Although a global picture exists of teachers' voice demands in general, few studies have compared specific groups of teachers to determine whether some are more at risk than others. This study compared the vocal loadings of kindergarten and elementary school teachers; professional and nonprofessional vocal load were determined for both groups. Method Twelve kindergarten and 20 elementary school female teachers without voice problems were monitored during 1 workweek using the Ambulatory Phonation Monitor. Vocal loading parameters analyzed were F0, SPL, time dose, distance dose, and cycle dose. Results Comparisons between the groups showed significantly higher cycle dose and distance dose for kindergarten teachers than for elementary school teachers, in both professional and nonprofessional environments. Professional and nonprofessional voice use comparisons showed significant differences for all parameters, indicating that vocal load was higher in the professional environment for both groups. Conclusions The higher vocal doses measured in kindergarten teachers suggest that particular attention should be paid to this specific group of teachers. Although nonprofessional vocal load is lower than professional vocal load, it is important to take both into account because of their cumulative effects.

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