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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.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of in-service training on teachers' knowledge and practices regarding identifying and making a focus of concern students exhibiting internalizing problems./
Author:	Davis, Christine Anne.
Description:	144 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4504.
Contained By:	Dissertation Abstracts International65-09B.
Subject:	Health Sciences, Mental Health. -
Online resource:	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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100 1 $a Davis, Christine Anne. $3 1936086
245 1 0 $a Effects of in-service training on teachers' knowledge and practices regarding identifying and making a focus of concern students exhibiting internalizing problems.
300 $a 144 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4504.
500 $a Adviser: Kenneth W. Merrell.
502 $a Thesis (Ph.D.)--University of Oregon, 2004.
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.
590 $a School code: 0171.
650 4 $a Health Sciences, Mental Health. $3 1017693
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Educational Psychology. $3 1017560
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710 2 0 $a University of Oregon. $3 958250
773 0 $t Dissertation Abstracts International $g 65-09B.
790 1 0 $a Merrell, Kenneth W., $e advisor
790 $a 0171
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3147839