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Challenging beliefs about cultural diversity in education: A synthesis and critical review of trainings with pre-service teachers
Publication date: Available online 2 February 2018 Source:Educational Research Review Author(s): Sauro Civitillo, Linda Juang, Maja Schachner Teaching culturally diverse classrooms starts from embracing beliefs that recognise the strengths of cultural diversity. Research is needed to understand how teacher training contributes to shaping pre-service teachers’ beliefs about cultural diversity. Accordingly, the purpose of this review is to 1) provide a description of main components and contextual characteristics of teacher trainings targeting cultural diversity beliefs, 2) report the training effects, and 3) detail the m...
Source: Educational Research Review - February 4, 2018 Category: Child Development Source Type: research

Developing an Intervention to Improve the Health Related Quality of Life in Children and Young People With Serious Parental Mental Illness
Conclusion: Young SMILES captures a broad age range and level of need for CAPRI and can be evaluated with quantifiable child-centered outcomes. In line with current policy directives, this is the first UK-based, multi-context intervention to improve QoL in this population. Implementation and referral mechanisms are currently being evaluated in a multi-site feasibility trial. Introduction Children and adolescents living with parental mental illness (CAPRI) are poorly provided for in current social care and educational settings (1, 2). Children and young people (CYP) growing up in families affected by parental mental h...
Source: Frontiers in Psychiatry - April 8, 2019 Category: Psychiatry Source Type: research

Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research
Publication date: Available online 7 August 2019Source: Computers in Human BehaviorAuthor(s): Pekka MertalaAbstractThere is a body of evidence suggesting that instead of concentrating only on teaching and learning (the education task), teachers believe that their tasks are to care for their students social, emotional, and physical needs (the caring task), and to raise them to be and become functional members of society (the socialization task). However, this diversity has not been acknowledged in teachers’ beliefs research done in technology integration context. To provide a more nuanced understanding of the variety and ...
Source: Computers in Human Behavior - August 7, 2019 Category: Information Technology Source Type: research

Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading
CONCLUSIONS: Unconscious teacher biases and beliefs may be contributing to the relative underperformance of students from poorer backgrounds. These findings provide a mandate for educational institutions to help teachers reflect upon, and develop the skills required to mitigate potentially harmful biases.PMID:35998351 | DOI:10.1111/bjep.12541
Source: The British Journal of Educational Psychology - August 23, 2022 Category: Psychiatry & Psychology Authors: Lewis Doyle Matthew J Easterbrook Peter R Harris Source Type: research

The Mathematical Development Beliefs Survey: Validity and reliability of a measure of preschool teachers' beliefs about the learning and teaching of early mathematics
The Mathematical Development Beliefs Survey was developed to measure early childhood teachers’ beliefs about mathematics teaching and learning in the preschool classroom. This instrument was designed to measure beliefs concerning (a) age-appropriateness of mathematics instruction, (b) classroom locus of generation of mathematical knowledge (teacher vs child), (c) mathematical development as a primary goal of preschool education, and (d) confidence level in providing mathematics instruction. The reliability and validity of the instrument was examined through multiple phases of development, including two pilot studies ...
Source: Journal of Early Childhood Research - October 8, 2015 Category: Child Development Authors: Platas, L. M. Tags: Articles Source Type: research

Chinese kindergarten teachers’ beliefs about young children’s classroom social behavior
This study examined Chinese kindergarten teachers’ beliefs about children’s classroom social behaviors. Participants were N= 672 kindergarten teachers in Shanghai, China. Teachers viewed hypothetical vignettes depicting kindergarten children (i.e., aged 4–6 years) displaying aggressive (physical/relational), socially withdrawn (shy/unsociable), exuberant, and prosocial (empathetic/sociable) behaviors and responded to questions regarding their attitudes, beliefs, and reactions. Exuberance and aggression were least tolerated and most likely to evoke anger among teachers. However, teachers reported more negative views t...
Source: Early Childhood Research Quarterly - January 11, 2016 Category: Child Development Source Type: research

Chinese kindergarten teachers ’ beliefs about young children’s classroom social behavior
This study examined Chinese kindergarten teachers’ beliefs about children’s classroom social behaviors. Participants were N= 672 kindergarten teachers in Shanghai, China. Teachers viewed hypothetical vignettes depicting kindergarten children (i.e., aged 4–6 years) displaying aggressive (physical/relational), socially withdrawn (shy/unsociable), exuberant, and prosocial (empathetic/sociable) behaviors and responded to questions regarding their attitudes, beliefs, and reactions. Exuberance and aggression were least tolerated and most likely to evoke anger among teachers. However, teachers reported more negative views t...
Source: Early Childhood Research Quarterly - July 20, 2016 Category: Child Development Source Type: research