No abstract

This study is part of the international survey studies on teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning, and this paper reports the findings of the thematic analysis of open-ended survey responses elicited from 287 primary school teachers and teacher trainees in Taiwan. Using the seminal social psychology theory, the Theory of Planned Behaviour (Ajzen in Organizational Behavior and Human Decision Processes, 50, 179–211, 1991) to frame the findings, this study highlights 11 perceived barriers and 11 perceived enablers that are thought to influence the teachers’ intention to integrate children’s literature in their mathematics teaching. More specifically, we identified time constraint, lack of pedagogical knowledge and confidence, and resource constraint as being the most-cited perceived barriers, while pedagogical benefits, desire to improve teaching, and enabling social norms were identified as the top perceived enablers. Ultimately, this article offers several recommendations to address some of these key perceived barriers.

In this study, the researchers used a single-case design to examine the effectiveness of nature-based child-centered group play therapy (NBCCGPT) with early elementary schoolchildren (N ϭ 5) exhibiting behavioral problems. Children were randomly assigned to either a treatment or wait-list group. The treatment group participants (n ϭ 3) demonstrated improvements ranging from debatable to effective with increasing on-task behavior and decreasing total problems. Additionally, the treatment group demonstrated more improvement with increasing on-task behaviors and decreasing total problems than did the wait-list group (n ϭ 2). Implications for using NBCCGPT are also discussed.

The authors explored emotion regulation (ER) among 25 counseling professionals (master's‐level counselors‐in‐training and counseling supervisors) using grounded theory and established 5 themes: (a) emotional experiences, (b) emotion processing, (c) metacognition, (d) emotional self‐protection, and (e) emotional support. The emerging theory provides a foundation for teaching and practicing ER.

No abstract