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Reed DK, Zhang H. Technical adequacy of measuring teachers' knowledge of dyslexia. Dyslexia 2024; 30:e1765. [PMID: 38497366 DOI: 10.1002/dys.1765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2023] [Revised: 02/27/2024] [Accepted: 03/05/2024] [Indexed: 03/19/2024]
Abstract
Given the rapid growth in educational policies targeting educators' knowledge of dyslexia, this study explored the technical adequacy of a common instrument for measuring that knowledge. The responses of 1141 preservice teachers were scored in three ways: polytomously with the original 4-point Likert scale, dichotomously as true-false, and dichotomously as though the options were multiple choice. An exploratory factor analysis suggested at least one-third of the items needed to be removed. Confirmatory factor analyses suggested a one-factor model with polytomous scoring had the best fit to the data, but only six items loaded. All models demonstrated unacceptable internal consistency reliability (<0.70). Because no technically adequate version of the measure was identified, questions remain about basing policy on scores from these instruments. However, the findings indicated ways this type of measure might be improved.
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Affiliation(s)
- Deborah K Reed
- Tennessee Reading Research Center, University of Tennessee, Knoxville, Tennessee, USA
| | - Huibin Zhang
- Tennessee Reading Research Center, University of Tennessee, Knoxville, Tennessee, USA
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2
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Schmitt L, Weber A, Venitz L, Leuchter M. Preschool teachers' pedagogical content knowledge predicts willingness to scaffold early science learning. Br J Educ Psychol 2023; 93:1034-1052. [PMID: 37248560 DOI: 10.1111/bjep.12618] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Accepted: 04/27/2023] [Indexed: 05/31/2023]
Abstract
BACKGROUND The importance of diagnostic and scaffolding activities for early science learning has been shown consistently. However, preschool teachers scarcely engage in them. We developed an instrument to assess preschool teachers' willingness to engage in diagnostic and scaffolding activities in science learning situations and examined its relation with teachers' knowledge, beliefs and practice. AIMS We validate an instrument to assess willingness to engage in scaffolding and diagnostic activities and study the interplay between willingness, learning beliefs, content knowledge (CK) and pedagogical content knowledge (PCK) in the context of science learning, particularly block play. SAMPLE(S) A total of N = 151 preschool teachers from 41 kindergartens in Germany participated in our study. METHODS Preschool teachers completed a questionnaire, which took approximately 1 hour of time. We drew a subsample of N = 73 teachers and observed their practice during a 30 min block play episode. RESULTS With our instrument, we were able to distinguish between preschool teachers' willingness to diagnose and to scaffold. Preschool teachers' co-constructivist beliefs and PCK predicted willingness to engage in diagnosing, PCK also predicted willingness to engage in scaffolding. Associations between learning beliefs and practice were inconsistent. CONCLUSIONS Our study highlights aspects of the association between preschool teachers' PCK and their willingness to engage in diagnosing and scaffolding. However, we found inconsistencies between preschool teachers' beliefs and practice, which call for further clarification.
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Affiliation(s)
- Lukas Schmitt
- Department of Children and Youth Education, RPTU Kaiserslautern-Landau, Landau, Germany
| | - Anke Weber
- Computer-Based Assessment Research Group, Department of Behavioural and Cognitive Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Laura Venitz
- Department of Children and Youth Education, RPTU Kaiserslautern-Landau, Landau, Germany
| | - Miriam Leuchter
- Department of Children and Youth Education, RPTU Kaiserslautern-Landau, Landau, Germany
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3
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Bingham GE, Gerde HK. Early childhood teachers' writing beliefs and practices. Front Psychol 2023; 14:1236652. [PMID: 38022964 PMCID: PMC10666741 DOI: 10.3389/fpsyg.2023.1236652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2023] [Accepted: 09/22/2023] [Indexed: 12/01/2023] Open
Abstract
This study examined the early writing beliefs, ideas, and practices of 54 early childhood teachers. Teachers completed a survey designed to examine their early writing beliefs and provided definitions about early writing development through a written response. Teachers were also observed in their classrooms and writing practices were coded for instructional strategy employed by the teacher (i.e., modeling and scaffolding approaches) and the instructional focus of these interactions with attention to early writing skill. Teachers' definitions of writing often emphasized specific writing skills, with most teachers emphasizing handwriting. Teachers were observed enacting a range of modeling and scaffolding practices to support early writing, but the majority of interactions focused on handwriting supports. Teachers' definitions of writing and their responses to the teacher belief survey were unrelated to each other, but differentially related to writing skills emphasized in interactions with children. Teachers who identified more than one writing component in their definition were more likely to enact practices to support children's writing concept knowledge, while teachers who espoused more developmentally appropriate early writing beliefs on the survey were more likely to engage children in spelling focused interactions. Findings have implications for the study of teachers' beliefs about writing as well as the need for professional learning supports for preschool teachers.
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Affiliation(s)
- Gary E. Bingham
- Department of Early Childhood and Elementary Education, Georgia State University, Atlanta, GA, United States
| | - Hope K. Gerde
- Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, United States
- Department of Human Development and Family Studies, Michigan State University, East Lansing. MI, United States
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4
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Hoth J, Larrain M, Kaiser G. Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements. Front Psychol 2022; 13:1057730. [PMID: 36591027 PMCID: PMC9798414 DOI: 10.3389/fpsyg.2022.1057730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Accepted: 11/18/2022] [Indexed: 12/23/2022] Open
Abstract
Introduction Mathematics classrooms are typically characterized by considerable heterogeneity with respect to students' knowledge and skills. Mathematics teachers need to be highly attentive to students' thinking, learning difficulties, and any misconceptions that they may develop. Identification of potential errors and appropriate ways to approach them is crucial for attaining positive learning outcomes. This paper explores which knowledge and affective-motivational skills teachers most require to effectively identify and approach students' errors. Methods To address this research question within the German follow-up study of the Teacher Education and Development Study in Mathematics (TEDS-M), 131 primary school mathematics teachers' ability to identify students' errors was assessed based on (a) a digitalized speed test showing different students' solutions in a written notation and (b) three video vignettes that showed different scenes from mathematics classes. These scenes dealt, among other things, with children who struggled with the lesson's mathematical content. Teachers were asked to analyze students' thinking and to determine how best to react. In addition, teachers' mathematics pedagogical content knowledge, mathematical content knowledge, and beliefs were assessed in separate tests and served as predictors for teachers' abilities to identify, analyze, and deal with students' errors. Results The results indicate that all components are interrelated. However, path analysis reveals that teachers' ability to deal with students' errors is mainly predicted by their constructivist beliefs while their ability to quickly identify typical students' errors is largely dependent on their mathematics content knowledge. Discussion The results show the central filtering function of beliefs. Teachers who believe that students must shape and create their own learning processes are more successful in perceiving and analyzing student errors in classroom situations. They may understand errors as learning opportunities and - thus - pay specific attention to these occurrences.
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Affiliation(s)
- Jessica Hoth
- Institute of Mathematics and Computer Science Education, Faculty of Computer Science and Mathematics, Goethe University Frankfurt, Frankfurt, Germany
| | - Macarena Larrain
- Institute of Mathematics Education, Freiburg University of Education, Freiburg, Germany
| | - Gabriele Kaiser
- Faculty of Education, University of Hamburg, Hamburg, Germany,Faculty of Education and Arts, Nord University, Bodø, Norway,*Correspondence: Gabriele Kaiser,
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5
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Gao L, Liu H, Liu X. Exploring Senior High School Students' English Learning Demotivation in Mainland China. Front Psychol 2022; 13:822276. [PMID: 35242085 PMCID: PMC8885720 DOI: 10.3389/fpsyg.2022.822276] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Accepted: 01/05/2022] [Indexed: 11/30/2022] Open
Abstract
In the last 20 years, much attention has been paid to learners’ demotivation. Researchers have conducted many studies on second/foreign language learning demotivation from the perspectives of social culture, social psychology, and so forth. In China, related studies have mainly focused on college students’ demotivation; scant attention has been paid to senior high school students. Regarding scale development, although much progress has been made, there remains a need for a scale with high reliability and validity that is suitable for students in the basic education stage. Therefore, based on previous studies and choosing Chinese senior high school students as participants, this research study developed a scale with 55 items, and exploratory factor analysis (EFA) was used to develop a 28-item scale with six dimensions. The six-dimensional construct encompasses teacher knowledge, important others, teacher responsibility, learner-related factors, learning contents, and critical incidents, which are the key factors leading to English learners’ demotivation. Among them, the factor of critical incidents is new and has been overlooked by other researchers. Moreover, the descriptive analysis demonstrated the degree to which the demotivators influence learners, and the independent samples t-test found a significant difference in the impact of critical incidents in terms of the students’ language proficiency. Ultimately, four suggestions are put forward to remotivate and sustain learners’ motivation.
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Affiliation(s)
- Lixiang Gao
- Faculty of Education, Northeast Normal University, Changchun, China.,Bozhou No. 18 Senior High School, Bozhou, China
| | - Honggang Liu
- School of Foreign Languages, Northeast Normal University, Changchun, China
| | - Xiaoxi Liu
- School of Foreign Languages, Beijing Forestry University, Beijing, China
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6
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Johansson S, Hansson Å, Alatalo T. University Credits as a Measure of Teachers' Pre-service and In-Service Training: A Longitudinal Approach Using Swedish Data. Front Psychol 2022; 12:709624. [PMID: 35087440 PMCID: PMC8787089 DOI: 10.3389/fpsyg.2021.709624] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Accepted: 12/10/2021] [Indexed: 11/23/2022] Open
Abstract
In this study, we accessed information about the university credits of all teachers born after 1971 in Sweden as a means of ascertaining the development of their subject knowledge. We examined the university credits they earned during pre-service and in-service training. Data comes from registers Gothenburg Educational Longitudinal Database (GOLD) and the teacher register. We linked GOLD to the teacher register in order to describe the knowledge development of teachers in compulsory school 1998–2014. Special focus was on Swedish language and mathematics. Multiple regression and multilevel growth modeling were used as our main methods. Results show an increase in pre-service credits during the time period and more credits in Swedish language than in mathematics. To analyze teachers’ in-service training, we followed the development of their university credits over time. Teachers with higher prerequisites in terms of grade point average tended to gain more credits in-service. The study included discussions on ideas and the implications for future research.
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Affiliation(s)
- Stefan Johansson
- Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
| | - Åse Hansson
- Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
| | - Tarja Alatalo
- School of Teacher Education, Dalarna University, Falun, Sweden
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7
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Kaspar A, Pifeleti S, Driscoll C. Knowledge and attitudes of schoolteachers in the Pacific Islands to childhood hearing loss and hearing services: A national survey protocol for Samoa. SAGE Open Med 2021; 9:20503121211041518. [PMID: 34484787 PMCID: PMC8411643 DOI: 10.1177/20503121211041518] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Accepted: 08/05/2021] [Indexed: 11/16/2022] Open
Abstract
Objectives: The Pacific Island region is estimated to have among the highest rates of
childhood ear disease and hearing loss in the world. The adverse effects of
childhood hearing loss include delayed speech/language development, learning
difficulties, and reduced social-emotional well-being. Schoolteachers and
early childhood educators are among the first professionals who may suspect
hearing loss in their young students, and they are well-placed to initiate
referrals to appropriate health services. Given the current efforts to
implement Inclusive Education in the Pacific Islands, teachers are also
uniquely positioned to positively influence, support, and advocate for a
child with hearing loss in their classroom. There are no previous studies on
this topic from the Pacific Island region. Methods: The study will use a national survey and convenience sampling design.
Teachers attending the Annual Teachers Conference in Samoa will be invited
to independently and anonymously completed a 23-item questionnaire on
childhood hearing loss and hearing services. Questions are in English, with
a Samoan translation provided. The participating teachers will be required
to respond with “yes,” “no,” or “unsure,” and to mark their response on the
questionnaire. The questions assess knowledge of biomedical etiology of
hearing impairment, knowledge of the adverse impacts of hearing loss on
childhood development, knowledge of hearing loss identification and
intervention, and attitudes toward children with a hearing impairment. Results: Not applicable for a study protocol. Conclusion: We publish these protocols to facilitate similar studies in other low- and
middle-income countries, and especially among our Pacific Island
neighbors.
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Affiliation(s)
- Annette Kaspar
- ENT Department, Tupua Tamasese Meaole Hospital, Ministry of Health, Apia, Samoa.,Hearing Research Unit for Children, School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, Australia
| | - Sione Pifeleti
- ENT Department, Tupua Tamasese Meaole Hospital, Ministry of Health, Apia, Samoa
| | - Carlie Driscoll
- Hearing Research Unit for Children, School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, Australia
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8
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Oslund EL, Elleman AM, Wallace K. Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy. J Learn Disabil 2021; 54:243-255. [PMID: 33185149 DOI: 10.1177/0022219420972187] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
In tiered instructional systems (Response to Intervention [RTI]/Multitier System of Supports [MTSS]) that rely on ongoing assessment of students at risk of experiencing academic difficulties, the ability to make informed decisions using student data is critical for student learning. Prior research has demonstrated that, on average, teachers have difficulty analyzing and interpreting student progress-monitoring (PM) data presented graphically (i.e., graph literacy). This study examines the impact that teacher training, experience, and confidence have on teacher graph literacy, using structural equation modeling. Data were gathered from a nationally representative sample of 309 teachers and included latent variables related to their experience (e.g., years teaching, years working with RTI), training (e.g., hours of data-based decision-making [DBDM] professional development), and confidence (e.g., confidence in interpreting data, confidence in determining student response) as well as data-based decision-making skills on a graph literacy assessment. Findings indicate that latent experience and confidence factors predicted graph literacy but training did not. Furthermore, training increased teacher confidence but experience did not. Finally, confidence did not mediate the effect of experience or training on graph literacy.
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Affiliation(s)
- Eric L Oslund
- Middle Tennessee State University, Murfreesboro, USA
| | - Amy M Elleman
- Middle Tennessee State University, Murfreesboro, USA
| | - Kelli Wallace
- Middle Tennessee State University, Murfreesboro, USA
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9
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Zheng Y, Yu S, Lee I. Implementing Collaborative Writing in Chinese EFL Classrooms: Voices From Tertiary Teachers. Front Psychol 2021; 12:631561. [PMID: 34248739 PMCID: PMC8264766 DOI: 10.3389/fpsyg.2021.631561] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Accepted: 05/25/2021] [Indexed: 11/13/2022] Open
Abstract
While collaborative writing has been increasingly investigated in educational research, little is known about whether and how it is adopted as a pedagogical activity in classroom contexts. This exploratory study investigated EFL teachers' perceptions of the implementation of collaborative writing in Chinese tertiary institutions. The analysis of in-depth interviews with 31 EFL teachers from 13 institutions in the People's Republic of China and their teaching materials reveals mismatches between their perceptions and practices, as well as their perceptions and knowledge. While the teachers perceived collaborative writing as valuable and feasible, more than half of them were not using it, and their perceptions were not supported by sound teacher knowledge. Practical implications are provided for implementing collaborative writing in classroom contexts.
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Affiliation(s)
- Yao Zheng
- School of Foreign Languages and Cultures, Chongqing University, Chongqing, China
| | - Shulin Yu
- Faculty of Education, University of Macau, Taipa, China
| | - Icy Lee
- Faculty of Education, The Chinese University of Hong Kong, Shatin, China
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10
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Wijekumar K, Beerwinkle A, McKeown D, Zhang S, Joshi RM. The "GIST" of the reading comprehension problem in grades 4 and 5. Dyslexia 2020; 26:323-340. [PMID: 31903668 DOI: 10.1002/dys.1647] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2019] [Revised: 11/25/2019] [Accepted: 11/26/2019] [Indexed: 06/10/2023]
Abstract
Main idea and summary are essential elements of reading comprehension. We report results from Grades 4 and 5 student performance on two years of state-mandated standardized reading testing which indicate that students perform statistically significantly lower on main idea and summary questions on the tests than any other question category. In this study, teacher competency was measured in a main idea task and teacher surveys were used to understand what instructional practices and materials they use to teach reading comprehension. Descriptive analyses indicate that teachers have a moderate competency for writing main ideas and many use instructional practices that are not supported by empirical evidence or reviewed by the What Works Clearinghouse. Thus, teacher knowledge and instructional practices may be malleable factors that contribute to student outcomes.
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Affiliation(s)
| | | | - Debra McKeown
- Teaching, Learning and Culture, Texas A and M University
| | - Shuai Zhang
- Department of Reading Education and Special Education, Appalachian State University
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11
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Vaisman EE, Kahn-Horwitz J. English foreign language teachers' linguistic knowledge, beliefs, and reported practices regarding reading and spelling instruction. Dyslexia 2020; 26:305-322. [PMID: 30836449 DOI: 10.1002/dys.1608] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2018] [Revised: 12/01/2018] [Accepted: 02/04/2019] [Indexed: 06/09/2023]
Abstract
The study investigated English as a foreign language (EFL) teachers' knowledge of the linguistic foundations of the English language, teachers' reported classroom practices regarding time allocation to different language teaching and learning activities, and the relationship between these two parameters. An additional goal was to investigate teachers' beliefs regarding various aspects of literacy acquisition. Results indicated low scores for language constructs, especially those related to phonology and orthography. EFL teachers reported dedicating the largest amount of classroom time to vocabulary-related activities whereas the smallest amounts of time were allotted to teaching phonemic awareness and word reading. Teachers with higher scores on phonological, syllabic, and orthographic knowledge allocated more time to teaching and practicing phonemic awareness, grapheme-phoneme correspondence, and reading skills. Educational implications include the importance of research based, focused teacher professional training both in content knowledge of basic language constructs and in pedagogical knowledge of EFL literacy acquisition.
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12
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Yin L, Joshi RM, Yan H. Knowledge about dyslexia among early literacy teachers in China. Dyslexia 2020; 26:247-265. [PMID: 31478320 DOI: 10.1002/dys.1635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2018] [Revised: 07/01/2019] [Accepted: 08/06/2019] [Indexed: 06/10/2023]
Abstract
This study examined knowledge about dyslexia among Chinese-speaking early literacy teachers in Mainland China. A total of 516 teachers, including 203 kindergarten teachers from developed regions (KDRs), 166 primary school teachers from developed regions (PDRs), and 147 primary school teachers from less developed regions (PLDRs), completed a survey measuring knowledge about dyslexia in three domains: general information, symptoms/diagnosis, and treatment. PLDRs scored significantly lower on the total scale and each of the subscales than KDRs and PDRs, with the latter two not significantly different from each other. The percentages of misunderstandings and lack of knowledge ("do not know" response) were higher for PLDRs than for KDRs or PDRs. In general, compared with alphabetic language-speaking teachers in developed countries reported in previous studies, Chinese teachers showed less knowledge about dyslexia but similar misunderstandings. Prior exposure to children with dyslexia explained significant variance in Chinese teachers' knowledge about dyslexia, indicating that when specialized training is not available, learning from practice is a major source of knowledge about dyslexia. Findings of this study point to the universal need of providing explicit training on dyslexia for teachers, particularly in less developed regions where teacher knowledge is poorer.
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Affiliation(s)
- Li Yin
- Center for the Study of Language and Psychology, Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China
| | - R Malatesha Joshi
- Department of Teaching, Learning, and Culture, Texas A&M University, College Station, Texas, USA
| | - Hong Yan
- Institute of Education, Tsinghua University, Beijing, China
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13
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Hildenbrand K, Richards KAR, Wright PM. Physical Education Teachers' Awareness and Understanding of Concussions, and Concussion Policies and Protocols. Res Q Exerc Sport 2018; 89:361-366. [PMID: 29889625 DOI: 10.1080/02701367.2018.1472735] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
PURPOSE Our primary aim was to determine physical educators' current level of understanding of concussion symptoms and response guidelines. METHOD Participants included 404 in-service physical educators (137 male, 266 female, 1 other) recruited through 3 SHAPE America - Society of Health and Physical Educators communication outlets. Participants were asked to complete an online survey. The survey included 8 questions related to previous concussion training, 6 items to measure awareness of concussion policies, 20 items related to concussion symptoms, and 14 items for concussion knowledge. Analyses included descriptive statistics and 2 × 2 (Coaching × Concussion) factorial analyses of variance to examine differences in study variables by coaching status and participants' personal concussion experiences. RESULTS Participants reported they did not have any formal role or responsibility related to concussion management, and more than half reported their districts did not require concussion training. Nevertheless, many physical educators were receiving training (n = 291, 72%). Participants who also coached were more aware of concussion policies and systems than were their counterparts, but there were no differences related to concussion facts. CONCLUSION School districts are generally not requiring concussion management training for physical education teachers or giving them specific responsibilities in the management process, yet many physical educators are getting trained. This training often occurs online and may be required for secondary responsibilities such as coaching. Participants reported being aware of concussion policies and procedures but were less likely to agree that this awareness has resulted in changes in how they teach physical education. Participants also knew more about concussion facts than about the legitimacy of symptoms.
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14
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Aguiar AP, Kieling RR, Costa AC, Chardosim N, Dorneles BV, Almeida MR, Mazzuca AC, Kieling C, Rohde LA. Increasing teachers' knowledge about ADHD and learning disorders: an investigation on the role of a psychoeducational intervention. J Atten Disord 2014; 18:691-8. [PMID: 22851210 DOI: 10.1177/1087054712453171] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE To investigate elementary school teachers' baseline knowledge about ADHD and learning disorders (LD) and the impact of a strategy to increase awareness of these disorders. METHOD A total of 37 teachers were selected from four elementary schools in the catchment area of the University Hospital, in Porto Alegre, Brazil. To evaluate teachers' knowledge, two self-report questionnaires about ADHD and LD were applied before and after an awareness program on these disorders. RESULTS The intervention significantly increased teachers' knowledge of both disorders, even after adjustment for confounding factors (p < .001). In the repeated measures ANCOVA, only teachers' previous knowledge of ADHD/LD (p < .001) was significant in predicting score change in knowledge before and after the intervention. CONCLUSION Results suggest the efficacy of a brief psychoeducational intervention program for increasing teacher awareness and knowledge about ADHD and LD. Future studies are warranted to confirm the efficacy and evaluate the long-term impact of this intervention.
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Affiliation(s)
- Ana P Aguiar
- Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | | | - Adriana C Costa
- Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | - Neusa Chardosim
- Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | | | | | - Ana C Mazzuca
- Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | | | - Luis A Rohde
- Federal University of Rio Grande do Sul, Porto Alegre, Brazil
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15
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Ennis CD. The role of students and content in teacher effectiveness. Res Q Exerc Sport 2014; 85:6-13. [PMID: 24749230 PMCID: PMC4442315 DOI: 10.1080/02701367.2014.872979] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
The process of effective teaching--teaching that directly leads to student learning of standards-based content--is tenuous at best and easily disrupted by contextual and behavioral factors. In this commentary, I discuss the role of student support and mediation in teacher effectiveness and curricular reform. The most vocal students in physical education classes appear to thrive in the current multiactivity, recreation-oriented sport culture that dominates many U.S. physical education programs. They expect lessons with minimal skill and tactical instruction and with maximum opportunities to play ball. I also comment on Ward's emphasis on the value of content-rich definitions of teaching effectiveness and argue for additional disciplinary-based, concept-rich cognitive outcomes for physical education to complement and enrich skill, sport, and physical activity performance. I lend my voice to Rink's call for comprehensive measures of teacher accountability as the most critical next step in physical education reform. I conclude by contesting McKenzie and Lounsbery's accusation of "muddled goals" in physical education. Although physical education advocates may present diverse content perspectives, student learning is the primary goal of physical education.
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Washburn EK, Binks-Cantrell ES, Joshi RM. What do preservice teachers from the USA and the UK know about dyslexia? Dyslexia 2014; 20:1-18. [PMID: 23949838 DOI: 10.1002/dys.1459] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2013] [Revised: 06/07/2013] [Accepted: 06/24/2013] [Indexed: 05/25/2023]
Abstract
The purpose of the study was to examine the knowledge base of preservice teachers from the USA and the UK of dyslexia as a language-based learning disability. A survey (both US and UK versions) was constructed using current research-based understandings of dyslexia as a language-based learning disability. One hundred and one preservice teachers from the USA and 70 preservice teachers from the UK were administered the survey. Results indicated that participants in the two groups demonstrated some similar accurate knowledge about dyslexia as well as displaying some common misunderstandings about dyslexia. Recommendations concerning preservice teacher preparation and professional development for in-service teachers about dyslexia as well as future research directions are discussed.
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Affiliation(s)
- Erin K Washburn
- Graduate School of Education, Binghamton University, NY, USA
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Abstract
OBJECTIVES Group-randomized designs are well suited for studies of professional development because they can accommodate programs that are delivered to intact groups (e.g., schools), the collaborative nature of professional development, and extant teacher/school assignments. Though group designs may be theoretically favorable, prior evidence has suggested that they may be challenging to conduct in professional development studies because well-powered designs will typically require large sample sizes or expect large effect sizes. Using teacher knowledge outcomes in mathematics, we investigated when and the extent to which there is evidence that covariance adjustment on a pretest, teacher certification, or demographic covariates can reduce the sample size necessary to achieve reasonable power. METHOD Our analyses drew on multilevel models and outcomes in five different content areas for over 4,000 teachers and 2,000 schools. Using these estimates, we assessed the minimum detectable effect sizes for several school-randomized designs with and without covariance adjustment. RESULTS The analyses suggested that teachers' knowledge is substantially clustered within schools in each of the five content areas and that covariance adjustment for a pretest or, to a lesser extent, teacher certification, has the potential to transform designs that are unreasonably large for professional development studies into viable studies.
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Affiliation(s)
- Ben Kelcey
- College of Education, Criminal Justice, and Human Services, University of Cincinnati, Cincinnati, OH, USA
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