Academic engagement of students with emotional and behavioral disorders: existing research, issues, and future directions

Al-Hendawi, Maha

doi:10.1080/13632752.2012.672861

Cited by 14 publications

(7 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Skiptar skoðanir eru um hvort námsleg skuldbinding heyri undir hegðunarlega skuldbindingu. Eins eru rannsakendur ekki sammála um hvort hugtakið námsleg skuldbinding eigi einungis við hegðun eða nái einnig yfir hugraena og tilfinningalega þaetti (Al-Hendawi, 2012;Appleton, Christenson, Kim og Reschly, 2006;Sheppard, 2011). Í þessari rannsókn er áhersla lögð á námslega skuldbindingu, eins og hugtakið er skilgreint hér að ofan.…”

Section: Skuldbinding Til Námsunclassified

Þátttaka nemenda í kennslustundum í framhaldsskólum á Íslandi

Hafliðadóttir¹,

Eiríksdóttir²,

Jóhannesson³

2020

Netla

View full text Add to dashboard Cite

Rannsökuð var þátttaka nemenda í kennslustundum í níu íslenskum framhaldsskólum og var markmið þríþætt. Í fyrsta lagi að greina hvernig þátttaka nemenda birtist í kennslustundum. Í öðru lagi að skoða hvort kennsluaðferðirnar í þeim kennslustundum þar sem þátttaka nemenda var til staðar væru kennarastýrðar eða nemendamiðaðar. Í þriðja lagi að skoða viðmót og athafnir kennara í kennslustundum þar sem nemendur tóku þátt. Unnið var úr 130 vettvangslýsingum á kennslustundum í níu framhaldsskólum sem safnað var á skólaárinu 2013–2014 og haustið 2014 í rannsóknarverkefninu Starfshættir í framhaldsskólum. Kennslustundir voru flokkaðar eftir því hvort þær náðu viðmiðum um þátttöku. Viðmiðið var að 75% af nemendunum tækju þátt í því sem kennarinn ætlaðist til af þeim í 75% af tímanum og náðu 83 kennslustundir þessu viðmiði. Algengustu birtingarmyndir þátttöku nemenda í kennslustundum voru að þeir unnu verkefni og spurðu kennara um námsefnið og komu þessar athafnir fram í meirihluta kennslustundanna. Í um helmingi stundanna kom einnig fram að nemendur sýndu athygli (fylgdust með) og ræddu um viðfangsefnið. Niðurstöður benda til þess að þátttaka nemenda í kennslustundum tengist ekki hvaða kennsluaðferðir eru notaðar, þar sem þátttökustundirnar skiptust frekar jafnt í nemendamiðaðar og kennarastýrðar kennslustundir. Flestar birtingarmyndir þátttöku nemenda komu tiltölulega jafnt fyrir í bæði kennarastýrðum og nemendamiðuðum kennslustundum en athöfnin að sýna athygli var algengari í kennarastýrðum kennslustundum og athafnirnar að leita og nota efnivið og hjálpast að við að leysa verkefni komu oftar fram í nemendamiðuðum kennslustundum. Flestar þátttökustundanna einkenndust af því að kennari sýndi jákvætt viðmót, hafði skapað hlýlegt andrúmsloft, hafði gefið skýr fyrirmæli um vinnu nemenda eða verið hvetjandi. Þannig virðast viðmót og athafnir kennara hafa haft jákvæð áhrif á þátttöku nemenda í kennslustundunum. Niðurstöðurnar undirstrika að mikilvægt er að gefa viðmóti og athöfnum kennara sérstakan gaum í samhengi við námslega skuldbindingu nemenda.

show abstract

Section: Skuldbinding Til Námsunclassified

Þátttaka nemenda í kennslustundum í framhaldsskólum á Íslandi

Hafliðadóttir¹,

Eiríksdóttir²,

Jóhannesson³

2020

Netla

View full text Add to dashboard Cite

show abstract

“…Such students not only show a wide range of external and internal behavioural problems, numerous of these students also show very little progress in their academic learning over the course of a full academic year (Siperstein, Wiley and Forness, ; Yell et al., ). Moreover, the developmental delays that many students with BESD experience compared with the development of typical students increase rapidly over the years (Ledoux et al., ), including negative emotions about learning (Al‐Hendawi, ). Although not all students with BESD show this gap in academic progress, it is a matter of continuing concern.…”

Section: Introductionmentioning

confidence: 99%

Systematic academic instruction for students with EBD: the construction and use of a tool for teachers

Kamp

Pijl

Post

et al. 2015

Research in Spec Educ Needs

View full text Add to dashboard Cite

Educating students with behavioural, emotional and social difficulties requires a thorough systematic approach with the focus on academic instruction. This study addresses the development of a tool, consisting of two questionnaires, for measuring systematic academic instruction. The questionnaires cover the Plan-Do-Check-Act cycle and academic versus behavioural instruction. The questionnaires are both practically oriented as well as theoretically well founded. The reliability turned out to be acceptable (0.76) to high (0.89). Observation scales were developed to determine the validity of both questionnaires. Moderate correlations between questionnaires and observation scales were found (0.31, 0.32). Bland-Altman plots offered us valuable information about the differences between questionnaires and observation scales, supplying us with important issues for further research. It is concluded that the questionnaires might be a valuable tool for assessing teachers' systematic academic instruction.

show abstract

“…In general, students with EBD have been described as lacking in social competence skills (Cook et al, 2008;Desbiens & Royer, 2003;Gresham, 2000), such as forming and maintaining friendships (Al-Hendawi, 2012). The designation of emotional disturbance, a subset of EBD, may in fact be determined "more on the basis of social-behavioral difficulties rather than 'emotional disturbances' " (Cook et al, 2008, p. 131).…”

Section: Socioemotional Characteristicsmentioning

confidence: 99%

Students’ Perceptions of Schooling: The Path to Alternate Education

Pereira

Lavoie

2016

IJCYFS

View full text Add to dashboard Cite

Policies governing education in North America have given schools the responsibility of meeting the needs of a diverse student population, including those with emotional and behavioural difficulties (EBD). To balance their need for individualized programs with their right to inclusion in schools, students with EBD may be placed in alternate programs within a mainstream school setting. However, little is known about student experiences leading to this placement or their experiences in these programs. The purpose of this study was to explore youth's perceptions of the factors that influenced their being placed in an alternate program for students with EBD. Six eighth-grade students participated in semi-structured interviews and created a visual map of their school trajectories. An interpretative phenomenological analysis (IPA) of the data suggested that their schooling was a tumultuous journey that contributed to their emotional, behavioural, and academic struggles, and to their placement in an alternate school program. Students described disrupted school services, lack of supports, a negative school climate, and disengaging instructional strategies as contributing to their difficulties. An understanding of the influence of school context and policy on student behaviour is necessary if we are to improve educational outcomes and properly support child and adolescent development.

show abstract

Academic engagement of students with emotional and behavioral disorders: existing research, issues, and future directions

Cited by 14 publications

References 47 publications

Þátttaka nemenda í kennslustundum í framhaldsskólum á Íslandi

Þátttaka nemenda í kennslustundum í framhaldsskólum á Íslandi

Systematic academic instruction for students with EBD: the construction and use of a tool for teachers

Students’ Perceptions of Schooling: The Path to Alternate Education

Contact Info

Product

Resources

About