The Experts below are selected from a list of 19143 Experts worldwide ranked by ideXlab platform
Marinus Voeten - One of the best experts on this subject based on the ideXlab platform.
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Teacher Attitudes toward dyslexia effects on Teacher expectations and the academic achievement of students with dyslexia
Journal of Learning Disabilities, 2010Co-Authors: Lisette Hornstra, E J P G Denessen, J T A Bakker, Linda Van Den Bergh, Marinus VoetenAbstract:The present study examined Teacher Attitudes toward dyslexia and the effects of these Attitudes on Teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The Attitudes of 30 regular education Teachers toward dyslexia were determined using both an implicit measure and an explicit, self-report measure. Achievement scores for 307 students were also obtained. Implicit Teacher Attitudes toward dyslexia related to Teacher ratings of student achievement on a writing task and also to student achievement on standardized tests of spelling but not math for those students with dyslexia. Self-reported Attitudes of the Teachers toward dyslexia did not relate to any of the outcome measures. Neither the implicit nor the explicit measures of Teacher Attitudes related to Teacher expectations. The results show implicit attitude measures to be a more valuable predictor of the achievement of students with dyslexia than explicit, self-report attitude measures.
Edward J Dill - One of the best experts on this subject based on the ideXlab platform.
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Teacher adherence and its relation to Teacher Attitudes and student outcomes in an elementary school based violence prevention program
School Psychology Review, 2008Co-Authors: Bridget K Biggs, Eric M Vernberg, Stuart W Twemlow, Peter Fonagy, Edward J DillAbstract:Abstract. This study examined variability in Teachers' reported adherence to a school-based violence prevention program, Creating a Peaceful School Learning Environment, and investigated the relations of Teacher adherence to Teachers' Attitudes related to the intervention and students' Attitudes about and responses to bullying. The results provide evidence of variation in adherence among Teachers and schools and that Teachers' Attitudes may have affected adherence. Prospective analyses demonstrated dose-effect relations of Teacher adherence with students' Attitudes about and responses to bullying, particularly their tendency to assist victims. Findings underscore the importance of assessing and promoting adherence for school-based programs, inform the use of self-report to assess Teacher adherence, and provide evidence that Teachers are important contributors to the success of school-based antibullying interventions. ********** Pressure on school personnel to address school bullying and a growing emphasis on empirically supported interventions have created an urgent need for school-based violence prevention programs with scientific support. Although numerous programs have been tried in schools, few have undergone rigorous evaluation (for reviews, see Clayton, Ballif-Span-vill, & Hunsaker, 2001; Howard, Flora, & Griffen, 1999). Sadly, anecdotal evidence suggests that inconsistencies in program implementation have diminished treatment effects and, in some cases, led to null findings (Howard et al., 1999; Hunter, Elias, & Norris, 2001; Roland, 1989; Stevens, Van Oost, & De Bourdeaud-huij, 2001). Despite these suspected threats to effectiveness, systematic work addressing intervention fidelity in school violence prevention is scarce and, in the absence of systematic implementation checks, no solid conclusions regarding dose-effect relationships can be drawn (Kaz-din, 1986; Yeaton & Sechrest, 1981). The current study addresses this gap by describing our team's approach to assessing Teacher adherence to the classroom-specific aspects of the Creating a Peaceful School Learning Environment program (CAPSLE; Twemlow, Fonagy, & Sacco, 2001), a whole-school approach to school violence prevention in elementary schools. We present data regarding variability in adherence, Teachers' beliefs and Attitudes that may affect adherence, and the effect of Teacher adherence on students' Attitudes and responses to bullying. CAPSLE The CAPSLE program is based on the assumption that all members of the school community play a role in bullying and that anyone can assume the roles of bully, victim, and bystander (Twemlow, Sacco, & Williams, 1996). CAPSLE promotes awareness of interpersonal dynamics and capacity for perspective taking, which are believed to encourage empathy and decrease preaggression Attitudes. In addition, the intervention enlists all members of the school community to take an active stance against bullying, especially when they witness bullying as bystanders, by supporting victims (i.e., helpful bystanding) and refrain ing from the encouragement of bully behavior (i.e., aggressive bystanding). This underlying philosophy is integrated into the school's daily activities and environment via four primary elements: a classroom management plan, positive climate campaign, Gentle Warriors martial arts instruction, and student mentorship programs (see Table 1). CAPSLE's positive, nonpunitive approach and emphasis on the school climate at multiple levels (e.g., school, classroom, and individual) is compatible with the best practices for school-based violence prevention programs (e.g., Reinke & Herman, 2002; Whitted & Dupper, 2005). Empirical study of CAPSLE supports its effectiveness in addressing aggression and aggressive bystanding and in promoting empathy and academic achievement compared to matched controls (Fonagy, Twemlow, Vernberg, Sacco, & Little, 2005; Twemlow, Fonagy, Sacco, Gies et al. …
Ania Filus - One of the best experts on this subject based on the ideXlab platform.
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exploring predictors of impact of school based management in rural mexico do student engagement Teacher Attitudes and parent involvement predict better academic outcomes
International Journal of Educational Research, 2018Co-Authors: Anilena Mejia, Ania FilusAbstract:Abstract School-based management (SBM) programs are effective for improving academic performance. However, few studies have examined factors predicting their effectiveness. We analyzed data from a randomized experiment conducted in Mexico designed to test effects of SBM with double resources as compared to standard resources. Results indicated that regardless of the amount of money received, students’ standardized scores in mathematics and Spanish improved over time. In addition, the results showed that for all schools a reduction in self-reported student absenteeism predicted improvements in student academic scores while a reduction in self-reported homework time predicted a decrease in academic scores over time. Future studies should explore a wider range of potential predictors.
Tim Loreman - One of the best experts on this subject based on the ideXlab platform.
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demographic differences in changing pre service Teachers Attitudes sentiments and concerns about inclusive education
International Journal of Inclusive Education, 2009Co-Authors: Christine Irene Forlin, Umesh Sharma, Tim Loreman, Chris EarleAbstract:The preparation of Teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare Teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many Teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 pre‐service Teachers, consideration is given to the effect of a range of demographic differences on changing pre‐service Teacher Attitudes toward inclusion; sentiments towards people with a disability and in reducing their concerns about inclusion when involved in a focused unit of work. Pre‐ and post‐training comparisons are made which identify a range of variables that impact on changing pre‐service Teacher perceptions about inclusion. The discussion focuses on the importance of differentiating Teacher preparation courses to address these different needs of pre‐...
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impact of training on pre service Teachers Attitudes and concerns about inclusive education and sentiments about persons with disabilities
Disability & Society, 2008Co-Authors: Umesh Sharma, Christine Irene Forlin, Tim LoremanAbstract:Inclusion of students with disabilities into regular schools is now one of the most significant issues facing the education community both nationally and internationally. In order to address this issue there is widespread acceptance that Teacher training institutions must ensure that new Teachers are trained to teach effectively in classrooms where there are students with a variety of learning needs. Utilizing a data set of 603 pre‐service Teachers from Australia, Canada, Hong Kong and Singapore this study reports the effects of training in inclusive education on pre‐service Teacher Attitudes towards inclusion, their sentiments about people with a disability and their concerns about inclusion. The results are discussed in relation to a range of factors that could have produced different gains in their Attitudes, sentiments and concerns among cohorts from different countries.
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an international comparison of pre service Teacher Attitudes towards inclusive education
Disability Studies Quarterly, 2007Co-Authors: Chris Forlin, Umesh Sharma, Tim LoremanAbstract:education of pre-service Teachers in Teacher training institutions in four different countries: Australia, Canada, Hong Kong, and Singapore. Using the Attitudes Towards Inclusive Education Scale (Wilczenski, 1995) and a series of demographic variables, this study concludes that pre-service Teachers' Attitudes towards inclusive education differ between countries across three factors which have been labeled academic and physical, social, and behavioral. Pre-service Teachers in this sample are most positive about including students with social concerns. An examination of the items in this factor revealed that these issues, such as shyness, would rarely require immediate intervention and large amounts of extra time and effort on the part of the Teacher in the same way that the behavior factor would, which rated low in terms of positive Attitudes internationally. Demographic variables which can be emphasized by Teacher training institutions such as close contact with a person with a disability, training, teaching experience, knowledge of policy and law, and confidence levels, all had a significant impact on Attitudes. This paper argues that Teacher training institutions should consider for inclusion in their programs practical experiences with inclusive education in positive and supportive environments, opportunities for students to experience success and reflection, and academic content regarding knowledge of policy and law relating to inclusive education.
Umesh Sharma - One of the best experts on this subject based on the ideXlab platform.
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the impact of training on pre service Teacher Attitudes concerns and efficacy towards inclusion
Asia-pacific Journal of Teacher Education, 2016Co-Authors: Umesh Sharma, Anthony NuttalAbstract:Thirty pre-service Teachers took part in a nine-week university course focussed on the benefits of inclusive education and the techniques needed to successfully implement it. The Teachers’ Attitudes Toward Inclusion Scale (TATIS), Concerns about Inclusive Education Scale (CIES), and Teacher’s Efficacy in Implementing Inclusive Practices (TEIP) were administered prior to and following the university course. Paired sample t-tests revealed that participants’ Attitudes and efficacy increased significantly following the course while their concerns decreased significantly. Mixed design ANOVAs revealed that pre-service Teachers without past experience of teaching students with disabilities had the largest improvement in Attitudes. Pre-service Teachers who were not acquainted with a person with a disability had significantly larger decreases in concern level and increases in efficacy level than those who were acquainted with a person with a disability. These results are discussed and implications for future resea...
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demographic differences in changing pre service Teachers Attitudes sentiments and concerns about inclusive education
International Journal of Inclusive Education, 2009Co-Authors: Christine Irene Forlin, Umesh Sharma, Tim Loreman, Chris EarleAbstract:The preparation of Teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare Teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many Teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 pre‐service Teachers, consideration is given to the effect of a range of demographic differences on changing pre‐service Teacher Attitudes toward inclusion; sentiments towards people with a disability and in reducing their concerns about inclusion when involved in a focused unit of work. Pre‐ and post‐training comparisons are made which identify a range of variables that impact on changing pre‐service Teacher perceptions about inclusion. The discussion focuses on the importance of differentiating Teacher preparation courses to address these different needs of pre‐...
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impact of training on pre service Teachers Attitudes and concerns about inclusive education and sentiments about persons with disabilities
Disability & Society, 2008Co-Authors: Umesh Sharma, Christine Irene Forlin, Tim LoremanAbstract:Inclusion of students with disabilities into regular schools is now one of the most significant issues facing the education community both nationally and internationally. In order to address this issue there is widespread acceptance that Teacher training institutions must ensure that new Teachers are trained to teach effectively in classrooms where there are students with a variety of learning needs. Utilizing a data set of 603 pre‐service Teachers from Australia, Canada, Hong Kong and Singapore this study reports the effects of training in inclusive education on pre‐service Teacher Attitudes towards inclusion, their sentiments about people with a disability and their concerns about inclusion. The results are discussed in relation to a range of factors that could have produced different gains in their Attitudes, sentiments and concerns among cohorts from different countries.
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an international comparison of pre service Teacher Attitudes towards inclusive education
Disability Studies Quarterly, 2007Co-Authors: Chris Forlin, Umesh Sharma, Tim LoremanAbstract:education of pre-service Teachers in Teacher training institutions in four different countries: Australia, Canada, Hong Kong, and Singapore. Using the Attitudes Towards Inclusive Education Scale (Wilczenski, 1995) and a series of demographic variables, this study concludes that pre-service Teachers' Attitudes towards inclusive education differ between countries across three factors which have been labeled academic and physical, social, and behavioral. Pre-service Teachers in this sample are most positive about including students with social concerns. An examination of the items in this factor revealed that these issues, such as shyness, would rarely require immediate intervention and large amounts of extra time and effort on the part of the Teacher in the same way that the behavior factor would, which rated low in terms of positive Attitudes internationally. Demographic variables which can be emphasized by Teacher training institutions such as close contact with a person with a disability, training, teaching experience, knowledge of policy and law, and confidence levels, all had a significant impact on Attitudes. This paper argues that Teacher training institutions should consider for inclusion in their programs practical experiences with inclusive education in positive and supportive environments, opportunities for students to experience success and reflection, and academic content regarding knowledge of policy and law relating to inclusive education.
