東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Primary School Teachers' Knowledge of Attention-Deficit/Hyperactivity Disorder.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Primary School Teachers' Knowledge of Attention-Deficit/Hyperactivity Disorder./
作者:	Ronson, Kelly M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	170 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28864774
ISBN:	9798790638541

Primary School Teachers' Knowledge of Attention-Deficit/Hyperactivity Disorder.
Ronson, Kelly M.

Primary School Teachers' Knowledge of Attention-Deficit/Hyperactivity Disorder. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 170 p.

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ph.D.)--Notre Dame of Maryland University, 2021.

This item must not be sold to any third party vendors.

Previous studies recommend additional research to investigate teacher knowledge of ADHD. Additionally, we know little about the specific nature of training teachers receive on ADHD. The limited research is concerning given that ADHD is increasing. This nonexperimental descriptive and comparative quantitative study assessed ADHD knowledge among elementary public school teachers in a mid-Atlantic public school district. The Knowledge of Attention Deficit Disorder Scale (KADDS) instrument was used to specifically examine three topics. One, how knowledgeable are teachers about the associated features, symptoms and diagnosis, and treatment of ADHD? Two, what are the differences in teachers' knowledge of ADHD in terms of associated features, symptoms and diagnosis, and treatment? Three, to what extent are demographic variables (e.g., age, gender, years teaching, level of education, and race) and knowledge and experience variables (degree program training, district training, school training, number of students with ADHD taught in the last 2 years, and self-study) associated with KADDS scores. Results indicated that educators have insufficient knowledge of ADHD. Educators' knowledge was strongest around symptoms and diagnosis and weakest in associated features. While other demographic and survey data showed significant correlation with KADDS scores, three stood out as the most consistent and showed the highest level of correlation: the number of students with ADHD taught in the last 2 years, the educator's opinion of how well their degree program prepared them to support students with ADHD, and the number of articles educators read about ADHD outside of university- or district-offered training (i.e., self-study).

ISBN: 9798790638541Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

ADHD

Primary School Teachers' Knowledge of Attention-Deficit/Hyperactivity Disorder.
LDR:02949nmm a2200409 4500 001 2346533
005 20230315102237.5
006 m o d
007 cr#unu||||||||
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798790638541
035 $a (MiAaPQ)AAI28864774
035 $a AAI28864774
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ronson, Kelly M. $3 3685644
245 1 0 $a Primary School Teachers' Knowledge of Attention-Deficit/Hyperactivity Disorder.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 170 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
500 $a Advisor: Larson, Kristine.
502 $a Thesis (Ph.D.)--Notre Dame of Maryland University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Previous studies recommend additional research to investigate teacher knowledge of ADHD. Additionally, we know little about the specific nature of training teachers receive on ADHD. The limited research is concerning given that ADHD is increasing. This nonexperimental descriptive and comparative quantitative study assessed ADHD knowledge among elementary public school teachers in a mid-Atlantic public school district. The Knowledge of Attention Deficit Disorder Scale (KADDS) instrument was used to specifically examine three topics. One, how knowledgeable are teachers about the associated features, symptoms and diagnosis, and treatment of ADHD? Two, what are the differences in teachers' knowledge of ADHD in terms of associated features, symptoms and diagnosis, and treatment? Three, to what extent are demographic variables (e.g., age, gender, years teaching, level of education, and race) and knowledge and experience variables (degree program training, district training, school training, number of students with ADHD taught in the last 2 years, and self-study) associated with KADDS scores. Results indicated that educators have insufficient knowledge of ADHD. Educators' knowledge was strongest around symptoms and diagnosis and weakest in associated features. While other demographic and survey data showed significant correlation with KADDS scores, three stood out as the most consistent and showed the highest level of correlation: the number of students with ADHD taught in the last 2 years, the educator's opinion of how well their degree program prepared them to support students with ADHD, and the number of articles educators read about ADHD outside of university- or district-offered training (i.e., self-study).
590 $a School code: 1692.
650 4 $a Elementary education. $3 641385
650 4 $a Educational leadership. $3 529436
650 4 $a Disability studies. $3 543687
653 $a ADHD
653 $a Elementary
653 $a KADDS
653 $a Knowledge
653 $a Primary
653 $a Teacher
690 $a 0201
690 $a 0449
690 $a 0524
710 2 $a Notre Dame of Maryland University. $b Department of Education. $3 2093566
773 0 $t Dissertations Abstracts International $g 83-09A.
790 $a 1692
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28864774