Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program

McKeown, Tammy R.; Abrams, Lisa; Slattum, Patricia W.; Kirk, Suzanne

doi:10.21891/jeseh.30143

Cited by 9 publications

(8 citation statements)

References 25 publications

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“…Teachers’ knowledge, beliefs, and attitudes are key to the implementation of evidence-based practices (Fishman et al, 2003; McKeown et al, 2016; Sugai & Horner, 2020). General education elementary school teachers’ perceptions about interventions for students with ADHD are particularly important, given the majority of students with ADHD receive services within general education classrooms (Schnoes et al, 2006).…”

mentioning

confidence: 99%

Twenty-year trends in elementary teachers’ beliefs about best practices for students with ADHD.

Schatz¹,

Fabiano²,

Raiker³

et al. 2021

School Psychology

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In an effort to understand teachers' perceptions of best practices for treatment of students with attentiondeficit/hyperactivity disorder (ADHD) and how those may have shifted over the past 20 years, general education elementary school teachers completed surveys regarding their opinions of evidence-based interventions in the classroom. Two independent and anonymous samples of general education, elementary school teachers were collected: One in 1999 (n = 598) and a second in 2019 (n = 661). Teachers responded to questions about their interactions with students with ADHD as well as their beliefs about best practices for these students. Across survey samples, teachers generally agreed that behavioral classroom management, medications, and the combination of the two are effective treatments for students with ADHD. Comparisons of the 1999 and 2019 survey samples suggest that teachers in 2019 perceive the use of behavioral classroom management somewhat less favorably than did teachers in 1999. Teacher perceptions of best practices for students with ADHD in 1999 and 2019 were generally consistent with professional practice guidelines. Teacher responses also highlight a critical need for training and support related to evidence-based strategies for students with ADHD in the classroom. Impact and ImplicationsThis study compares teachers' beliefs about best practices for students with ADHD across two anonymous surveys of elementary teachers conducted 20 years apart. In general, teachers in 1999 and 2019 believe behavioral treatments and medications as helpful for students with ADHD. Teachers' responses also suggest teachers need more training and support in implementing behavioral treatments for students with ADHD.

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mentioning

confidence: 99%

Twenty-year trends in elementary teachers’ beliefs about best practices for students with ADHD.

Schatz¹,

Fabiano²,

Raiker³

et al. 2021

School Psychology

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“…Although the TEBS‐Self was developed in the United States, it had been translated and adapted for use in studies conducted in other contexts, such as China (Huangfu, ) and Iran (Babaei & Abednia, ; Tajeddin & Khodaverdi, ). The TEBS‐Self subscales demonstrated adequate reliability in previous research, with reliability estimates ranging from 0.66 to 0.99 (Khorshid, ; McKeown, Abrams, Slattum, & Kirk, ). Therefore, the measure was used in this study to assess preservice teachers’ self‐efficacy in classroom management.…”

Section: Methodsmentioning

confidence: 82%

Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender

Lee

Cheung²,

Chen³

2019

Psychology in the Schools

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The present study investigated preservice teachers' selfefficacy in classroom management involving students with symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). A total of 137 Chinese preservice teachers were randomly presented with one of four vignettes involving a student character with ADHD symptoms, with manipulations including the character's gender and diagnostic label of ADHD. Upon reading the vignette, participants responded to questions concerning their self-efficacy in inclusive classroom management involving the character. Findings based on analysis of covariance indicated an interaction effect of the vignette character's gender and label on teachers' self-efficacy. Specifically, teachers perceived greater self-efficacy in a classroom involving a girl with an ADHD label than in a classroom involving a girl with no label or a boy with a label. Findings enriched the literature concerning the roles of gender and label in preservice teachers' self-efficacy toward inclusive classroom management. K E Y W O R D S attention deficit/hyperactivity disorder (ADHD), classroom management, diagnostic label, gender, preservice teachers, self-efficacy Psychol Schs. 2019;56:595-607.wileyonlinelibrary.com/journal/pits

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“…The study's findings indicated that the collaborative inquiry process with enablers of time, flexibility and support from university faculty, increased educators' research acumen and student engagement in classrooms. It is believed that inquiry-based instructional approaches are an effective means to actively engage students with science content and skills (McKeown, et al, 2016). Their study examined the effect of ongoing professional development programs on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge.…”

Section: Inquiry Based Methodsmentioning

confidence: 99%

Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

Mr.

McClain

Harris

et al. 2021

EAJESS

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The teaching and learning enterprise require several inputs and a framework upon which the teacher’s practice and repertoires are put into action and one such input is cognitive coaching. It is important to note that schools that are known to be successful have a distinction and ability to enhance teaching practices, where teachers can collaborate among themselves in designing subject materials and other professional undertakings .Additionally, the ability to inform and critique each other in an honest way has a long lasting feature to ensure growth and improvement in the individual teacher and also in the ability to sustain an effective organization. This paper provides a platform upon which the construct of cognitive coaching can be examined. The paper embodies a critical analysis of chapters two, five and seven of Newell-McLymont (2015). In Chapter two, Collaboration in the classroom context is seen as a critical component in the teaching/learning environment, bringing benefits to both teachers and the students at their disposal. Collaboration has been proven to be the panacea for eliminating teacher isolation and encourages problem solving approaches. An analytic perspective on generating the cognitive coaching approach, while bearing in mind, the power of teacher networks, is the thrust of chapter five. Chapter seven in examining the cognitive approach through application presents several studies that looked at the environment and culture as essential consideration for collaborative learning. Given the benefits of cognitive coaching, the reviewers have sounded the call for this to be fully embraced especially during the COVID 19 period of crisis.

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Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program

Cited by 9 publications

References 25 publications

Twenty-year trends in elementary teachers’ beliefs about best practices for students with ADHD.

Twenty-year trends in elementary teachers’ beliefs about best practices for students with ADHD.

Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender

Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

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