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温哥华留学作业assignment:教育者对教学多动症儿童的看法 [9]

论文作者:英语论文论文属性:作业 Assignment登出时间:2014-11-07编辑:zcm84984点击率:14583

论文字数:7618论文编号:org201411062244395880语种:英语 English地区:加拿大价格:免费论文

关键词:教育者教学多动症teaching childrenadhd

摘要:本文是一篇旨在分析教育者对教学多动症儿童的看法的留学生论文,描写文献综述是一种展示作者对一个特定的研究领域研究的方法,包括这个领域的词汇、理论、关键变量以及它的方法和历史。

iling” of the pupils. One third of the teachers supported that ADHD may be caused by excessive consumption of sugar. However, 39.8% of the teachers surveyed that the educational achievement of ADHD pupils would eventually be lower than that of pupils without ADHD. Finally, according to a recent study in Iceland by Einarsdottir (2007), he pointed out that most of the teachers agreed that the majority of children with ADHD was boys and linked the diagnosis with environmental parameters. For instance, many of the teachers believed that difficult experiences such as a death or divorce in the family, a parent’s job loss, or other sudden change might cause ADHD.
 
From a general review of researches Kos, et. al. (2006) concluded that (table2.);
 
The average percentage of correct answers to questionnaires in different surveys varies, since ranges from 47.8% in the research of Sciutto, Terjesen and Frank (2000) and 83% in the research of Beckle (2004).
 
The categories in which teachers provided better scores are the symptoms and diagnosis, and the poor scores are questions related to sugar and food additives.
 
Teachers had further knowledge concerning ADHD than students who had no practical experience.


FACTORS THAT AFFECT TEACHER’S SKILLS
 
Initially, the teachers working experience with ADHD pupils play a key role in their knowledge about ADHD (Kos et. al., 2006). However Nespor (1987) and Beckle (2004), believe that teachers’ way of thinking and understanding are vital components of their practice and knowledge. It is also important to note that teachers vary in their ability and motivation to implement behaviour programs according to their training experience and beliefs about the educational process (O’Regan, 2006). According to Einarsdottir (2007), teachers pointed out that the modern lifestyle and culture change the pupils’ behaviour. Specifically, they believe that today children are getting influenced by their environment (family, school, teacher and peers) and according to teachers that is the cause of ADHD. Furthermore, Einarsdottir (2007) has pointed out that, teachers' perception about ADHD was influenced by social conditions, culture and historical data about ADHD. Finally, Poulou and Norwich (2002), according to the ‘social learning cognitive theory’ (Bandura, 1986), the ‘reasoned action theory’ (Aizen and Fishbein, 1980), and ‘anattributional theory of motivation and emotion’ (Weiner, 1986) created a research model about teachers behaviour and reactions concerning their students' behaviour. According to this model, the aetiology of the behaviour might affect their knowledge, feelings and behaviour towards children with ADHD.
 
Moreover, the teachers’ beliefs, considering their personal liability, self-efficacy and potential treatment of pupils with ADHD, and the perceptions of the effectiveness of techniques for coping with ADHD, would influence their decision to use these techniques actually (Kewley, 2005). On the other hand, how teachers confront the situations is linked to their perceptions concerning the school cooperation and the effective school policy services and influences their decisions in generall (Havey et.al. 2005).
 
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