The Nature of Prejudice

Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions

The Autistic Spectrum: A Guide for Parents and Professionals

This paper compares the way lessons on systems of linear equations unfold in a classroom in the Negev region of Israel with the way they unfold in a Shanghai and Hong Kong classroom. Lessons are viewed as temporal entities describable not only by the nexus of topics they contain but also by how they flow in time. In this light, the lessons in the classroom studied by the authors contrasts strongly with the Shanghai and Hong Kong classroom, the former having a turbulent flow and latter a smooth directed flow. The result is consistent with previous recognized cultural differences in classroom practice and has implications for the bases of international comparisons.

International group for the psychology of mathematics education

Research Methods in Education should be no stranger to
professional researchers and students of education at
undergraduate and postgraduate levels. Since its first
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conduct, analyse and use research. This rewritten,
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builds securely on this reputation and is well-placed to
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https://ojs.lboro.ac.uk/DATE/article/download/1689/1606

Research Methods in Education

The general aim of this study was to examine the relationship between teachers' perceptions of control and their causal attributions for behaviour problems. Elementary teachers (n = 305) were asked to rate each of 12 factors as the possible cause of the behaviour problem described in a vignette and they also completed the Spheres of Control Scale. Teachers seemed to agree that family and pupil-related factors might cause behaviour problems, while they rejected school and organic factors. Overall, teachers seemed to have a high perception of control in three distinct spheres of life, i.e. personal efficacy, interpersonal relationships and sociopolitical behaviour. Nevertheless, only perceived control in the area of interpersonal relationships was found to be significantly correlated with 4 causal attributions. Results are discussed in the framework of in-service training for regular education teachers.

Teachers' Causal Attributions for Behaviour Problems in Relation to Perceptions of Control

The general aim of this study was to examine perceptions about autism in regular education (n = 35) and special education (n = 29) teachers attending the second year of their in-service training. Data were collected through a series of written questions covering four areas of interest (general information, aetiology, behavioural characteristics, treatment). The analysis of findings revealed some confusion in regard to the causes of the syndrome in both groups of teachers. However, special education teachers were more likely to identify correctly the specific characteristics of autism. Regular and special education teachers also identified different instructional priorities in the treatment of autism. The practical implications of these findings for in-service training are discussed.

Greek teachers' perceptions of autism and implications for educational practice: A preliminary analysis

The general aim of this study was to examine perceptions about autism in regular education (n35) and special education (n29) teachers attending the second year of their in-service training. Data were collected through a series of written questions covering four areas of interest (general information, aetiology, behavioural characteristics, treatment). The analysis of findings revealed some confusion in regard to the causes of the syndrome in both groups of teachers. However, special education teachers were more likely to identify correctly the specific characteristics of autism. Regular and special education teachers also identified different instructional priorities in the treatment of autism. The practical implications of these findings for in-service training are discussed.

Greek Teachers’ Perceptions of Autism and Implications for Educational Practice A Preliminary Analysis

This study aimed to measure the effects of contact with integrated students with autism spectrum disorders (ASD) on the knowledge, attitudes and empathy of children (n = 224) from grades 4-6. A comparison group of children (n = 251) who had no contact with classmates with ASD was also included. All participants completed self-report instruments. The implementation of multilevel modeling and moderation analysis indicated significant effects on all dependent variables as well as differences across gender and grades. Implications are discussed regarding the role of contact on peers’ conceptions of autism and their attitudes towards children with ASD within inclusionary settings.

Knowledge of Autism and Attitudes of Children towards Their Partially Integrated Peers with Autism Spectrum Disorders.

The inclusion of all students with special educational needs in mainstream classes was formally enacted by the Cook Islands Ministry of Education in the Special Needs Education Policy of 2002 and updated in 2011 to reflect support for diversity among all learners. This paper investigates the current views about inclusive education (IE) by exploring the perceptions of 10 in-service teachers. Qualitative korero (conversations) were conducted, and transcripts were coded using a thematic analysis approach, which indicated teachers were concerned about a lack of formal diagnosis of children’s disabilities. The results also highlighted the impact of individual teacher’s attitudes on inclusion. Additionally, teachers perceived a need for regular and compulsory education and support in IE. The findings are discussed regarding developing strategies to further promote IE within Cook Islands schools.

Sofia Mavropoulou

Papers

Teachers' Causal Attributions for Behaviour Problems in Relation to Perceptions of Control

Greek teachers' perceptions of autism and implications for educational practice: A preliminary analysis

Greek Teachers’ Perceptions of Autism and Implications for Educational Practice A Preliminary Analysis

Knowledge of Autism and Attitudes of Children towards Their Partially Integrated Peers with Autism Spectrum Disorders.

Teacher perceptions of inclusive education in the Cook Islands