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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。
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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