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Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students?
AbstractForty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their self-efficacy to teach writing, attitude toward writing, and epistemological beliefs about writing. These teachers from fifteen different states in the United States slightly agreed that they were efficacious writing teachers and they were slightly positive about their writing. They slightly agreed that learning to write involves effort and process, moderately disagreed that writing development is innate or fixed, slightly disagre...
Source: Journal of Deaf Studies and Deaf Education - May 20, 2021 Category: Audiology Source Type: research

Exploring kindergarten teachers ’ classroom practices and beliefs in writing
AbstractThe purpose of this descriptive study was to examine how kindergarten teachers teach writing and their beliefs about writing instruction using survey methodology. Participants in this study included 78 kindergarten teachers in the United States. Results revealed that most kindergarten teachers used a balanced approach to writing instruction, combining instructional procedures from two common methods for teaching writing: skills instruction and process writing. The majority of kindergarten teachers devoted considerable time to writing instruction (36  min a day) and student writing (24 min a day) and used most of ...
Source: Reading and Writing - July 22, 2021 Category: Child Development Source Type: research

Who is responsible for educational outcomes? Responsibility ascriptions for educational outcomes in a sample of Italian teachers, parents, and students
Publication date: January 2018 Source:Learning and Individual Differences, Volume 61 Author(s): Maria Cristina Matteucci, Kerstin Helker Teachers', parents' and students' beliefs about their reciprocal roles and responsibilities at school are crucial if responsibility for educational process and outcomes is to be effectively shared. Results of previous research, however, indicate that their perspectives on responsibility do not completely overlap. By investigating 235 students', 35 teachers' and 175 parents' assignment of responsibility to themselves or to others at an Italian junior-high in parallel with a high school, t...
Source: Learning and Individual Differences - December 30, 2017 Category: Psychiatry & Psychology Source Type: research

Food-related practices and beliefs of rural US elementary and middle school teachers.
CONCLUSIONS: The results suggest that most rural teachers recognize that having a healthy school food environment is important, but are less aware of factors within the school that influence students' eating behaviors - including their own eating behaviors and classroom food practices - and, perhaps for this reason, many rural teachers engage in classroom practices and behaviors that do not promote healthy eating. Teacher training and expanded school policies that focus on teacher behavior may be needed to ensure a healthier rural school food environment. PMID: 27287617 [PubMed - as supplied by publisher]
Source: Rural and Remote Health - June 12, 2016 Category: Rural Health Tags: Rural Remote Health Source Type: research

Intervention Effects on Kindergarten and First-Grade Teachers' Classroom Food Practices and Food-Related Beliefs in American Indian Reservation Schools
Abstract: Prevalence of obesity among American Indian children is higher than the general US population. The school environment and teachers play important roles in helping students develop healthy eating habits. The aim of this prospective study was to examine teachers' classroom and school food practices and beliefs and the effect of teacher training on these practices and beliefs. Data were used from the Bright Start study, a group-randomized, school-based trial that took place on the Pine Ridge American Indian reservation (fall 2005 to spring 2008). Kindergarten and first-grade teachers (n=75) from 14 schools completed...
Source: Journal of the American Dietetic Association - July 27, 2013 Category: Nutrition Authors: Chrisa Arcan, Peter J. Hannan, John H. Himes, Jayne A. Fulkerson, Bonnie Holy Rock, Mary Smyth, Mary Story Tags: Research and Practice Innovations Source Type: research

Factors associated with recognition of the signs of dating violence by Japanese junior high school students
Conclusions These findings suggest that education programs to prevent dating violence should promote understanding about dating violence with consideration of gender differences and should foster better relations between students and teachers, as well as promoting the establishment of an equal dating relationship between boys and girls.
Source: Environmental Health and Preventive Medicine - September 26, 2015 Category: Environmental Health Source Type: research

IJERPH, Vol. 19, Pages 6926: The Associations among Gender, Age, eHealth Literacy, Beliefs about Medicines and Medication Adherence among Elementary and Secondary School Teachers
Conclusions: The results showed that male teachers had stronger concerns about medication than female teachers. Teachers aged 42–51 years had lower functional eHealth literacy and stronger necessity beliefs about medication than teachers aged 22–31 years. In addition, teachers who were older, had higher functional eHealth literacy, had stronger necessity beliefs about medication, and had fewer concerns about medication tended to take their medications as prescribed. These findings revealed that helping teachers develop high eHealth literacy and positive beliefs about medicines is an effective st...
Source: International Journal of Environmental Research and Public Health - June 6, 2022 Category: Environmental Health Authors: Chiao Ling Huang Chia Hsing Chiang Shu Ching Yang Fu-Zong Wu Tags: Article Source Type: research

An examination of kindergarten teachers’ beliefs about creative pedagogy and their perceived implementation in teaching practices
Publication date: Available online 4 March 2019Source: Thinking Skills and CreativityAuthor(s): Zhaocun Li, Li LiABSTRACTThe purpose of the present study was to uncover kindergarten teachers’ beliefs about creative pedagogy, their perceived implementation of creative pedagogy in teaching practices, and factors contributing to differences between teachers’ beliefs and practice in China. A questionnaire was used to collect data from 698 in-service kindergarten teachers in Shanghai, China. Results showed that teachers overall held positive attitudes towards the importance of four dimensions of creative pedagogy (namely po...
Source: Thinking Skills and Creativity - March 6, 2019 Category: Science Source Type: research

Teachers ’ practices and beliefs about teaching writing: a comprehensive survey of grades 1 to 3 teachers
AbstractA random sample of 782 grades 1 through 3 Chinese language arts teachers in Taiwan were surveyed about how they taught writing and their beliefs about writing. The underlying dimensions of teachers ’ reported writing practices and beliefs were established through factor analyses. Thirty-seven percent of the teachers reported they taught writing every day (average writing lesson across all teachers was 52 min). However, most teachers indicated they offered writing classes infrequently, as 60 % of teachers reported teaching writing just once a week or less often. Teachers applied many different instructional proce...
Source: Reading and Writing - May 8, 2020 Category: Child Development Source Type: research

Help-seeking attitudes and behaviours among youth with eating disorders: a scoping review
ConclusionsThe results of this scoping review can be used to inform early intervention and health promotion program development. Future research should focus on the help-seeking attitudes and activities among underrepresented groups with eating disorders (e.g., men, ethnic and gender minorities), the perspectives of family and other supporters in the help-seeking process for youth, and retrospective accounts from adults with lived experience of an eating disorder.Plain English summary Addressing and interrupting eating disorder-related thoughts and behaviours as soon as possible, with the help of a mental health profession...
Source: Journal of Eating Disorders - February 14, 2022 Category: Eating Disorders & Weight Management Source Type: research

Teachers ’ Beliefs About the Provision of Education for Students with Autism Spectrum Disorder: A Systematic Review
This study used a systematic review methodology to locate previous studies focused on exploring teachers’ beliefs towards students with autism, published in peer-reviewed journals in the past 10 years (2012–2021). The results of the data analysis conceptualised fiv e major themes about different types of teachers’ beliefs. The implications for teachers’ practices, education reforms, and further research directions are also provided.
Source: Review Journal of Autism and Developmental Disorders - December 23, 2022 Category: Child Development Source Type: research

Students’ beliefs about themselves as mathematics learners
Publication date: Available online 3 February 2016 Source:Thinking Skills and Creativity Author(s): Linda Bonne, Michael Johnston Key aims of this study were to identify relationships between students’ domain-general theory-of-intelligence, task-specific mathematics self-efficacy, and mathematics achievement, and the effects on these variables of teacher-implemented micro-interventions. The dimensionality of theory-of-intelligence was also investigated. Participants were 7- to 9-year-olds in four New Zealand primary schools, two of which formed the intervention group (n =41) and the remaining two, the comparison grou...
Source: Thinking Skills and Creativity - February 5, 2016 Category: Science Source Type: research

Students ’ beliefs about themselves as mathematics learners
Publication date: June 2016 Source:Thinking Skills and Creativity, Volume 20 Author(s): Linda Bonne, Michael Johnston Key aims of this study were to identify relationships between students’ domain-general theory-of-intelligence, task-specific mathematics self-efficacy, and mathematics achievement, and the effects on these variables of teacher-implemented micro-interventions. The dimensionality of theory-of-intelligence was also investigated. Participants were 7–9-year-olds in four New Zealand primary schools, two of which formed the intervention group (n =41) and the remaining two, the comparison group (n =50). Thr...
Source: Thinking Skills and Creativity - July 20, 2016 Category: Science Source Type: research

Normative Beliefs and Aggression: The Mediating Roles of Empathy and Anger
This study examined a two-mediator model with both empathy and anger as mediators in the association between children's normative beliefs about aggression and forms (relational and physical) and functions (reactive and proactive) of aggressive behavior. Ninety-eight children (54% males, Mage=46.21months, SD = 8.84months) reported their approval of relationally and physically aggressive behaviors depicted in iconic (animation) and enactive (toy figurines) hypothetical scenarios. Children's aggression, empathy and anger were measured using teacher reports. No main effects of normative beliefs about aggression on the correspo...
Source: Child Psychiatry and Human Development - June 22, 2023 Category: Child Development Authors: Cara S Swit Seth C Harty Source Type: research