Teacher Knowledge of Attention-Deficit/Hyperactivity Disorder and Classroom Management

Autor/inn/en	Bolinger, Sarah J.; Mucherah, Winnie; Markelz, Andrew M.
Titel	Teacher Knowledge of Attention-Deficit/Hyperactivity Disorder and Classroom Management
Quelle	In: Journal of Special Education Apprenticeship, 9 (2020) 1, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Knowledge Base for Teaching; Attention Deficit Hyperactivity Disorder; Classroom Techniques; Special Education Teachers; General Education; Knowledge Level; Correlation; Elementary School Teachers + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Klassenführung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Wissensbasis; Korrelation; Elementary school; Grundschule; Volksschule
Abstract	There is limited research on teacher knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and classroom management; however, research suggests that teacher knowledge of ADHD influences teaching behaviors. This study investigates general education teachers' and special education teachers' knowledge of ADHD and the interaction with classroom management. In this study, 17 teachers responded to surveys about knowledge of ADHD and classroom management. Teachers scored an average of 61% on the knowledge of ADHD questionnaire. Contrary to the hypothesis, teacher knowledge of ADHD was not significantly related to classroom management. The relationship between knowledge of ADHD and classroom management needs further examination to determine if the two constructs are significantly related. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01