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Effects of in-service training on te...

Davis, Christine Anne.

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Effects of in-service training on teachers' knowledge and practices regarding identifying and making a focus of concern students exhibiting internalizing problems.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of in-service training on teachers' knowledge and practices regarding identifying and making a focus of concern students exhibiting internalizing problems./
作者:	Davis, Christine Anne.
面頁冊數:	144 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4504.
Contained By:	Dissertation Abstracts International65-09B.
標題:	Health Sciences, Mental Health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3147839
ISBN:	0496072196

Effects of in-service training on teachers' knowledge and practices regarding identifying and making a focus of concern students exhibiting internalizing problems.
Davis, Christine Anne.

Effects of in-service training on teachers' knowledge and practices regarding identifying and making a focus of concern students exhibiting internalizing problems. - 144 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4504.

Thesis (Ph.D.)--University of Oregon, 2004.

The primary purpose of this study was to examine the effects of in-service training about childhood social-emotional problems on teacher knowledge, concern, and practices in schools. Participants in this study included 45 teachers from 4 elementary schools. Participants from 2 experimental group schools received a 90-minute in-service training about childhood internalizing problems, and participants from 2 schools who did not receive the in-service training served as the control group. Results indicated that subsequent to receiving the in-service training, teachers demonstrated significantly greater knowledge about emotional or internalizing problems and began making more students a "focus of concern" by referring to and discussing more students with internalizing problems during teacher assistance team meetings. Results also indicated that the in-service training did not affect overall level of teachers' prioritizing their concern for students with internalizing problems, as indicated by a rank-ordering procedure on internalizing and externalizing behavior dimensions. Implications for in-service training about students with emotional and behavioral problems in the schools and future research are discussed.

ISBN: 0496072196Subjects--Topical Terms:

1017693
Health Sciences, Mental Health.

Effects of in-service training on teachers' knowledge and practices regarding identifying and making a focus of concern students exhibiting internalizing problems.
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520 $a The primary purpose of this study was to examine the effects of in-service training about childhood social-emotional problems on teacher knowledge, concern, and practices in schools. Participants in this study included 45 teachers from 4 elementary schools. Participants from 2 experimental group schools received a 90-minute in-service training about childhood internalizing problems, and participants from 2 schools who did not receive the in-service training served as the control group. Results indicated that subsequent to receiving the in-service training, teachers demonstrated significantly greater knowledge about emotional or internalizing problems and began making more students a "focus of concern" by referring to and discussing more students with internalizing problems during teacher assistance team meetings. Results also indicated that the in-service training did not affect overall level of teachers' prioritizing their concern for students with internalizing problems, as indicated by a rank-ordering procedure on internalizing and externalizing behavior dimensions. Implications for in-service training about students with emotional and behavioral problems in the schools and future research are discussed.
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