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ADHD and the Elementary School Teacher : = Personal Experience and Professional Knowledge, Self-Efficacy, and Attitude Toward Students Diagnosed With ADHD.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	ADHD and the Elementary School Teacher :/
Reminder of title:	Personal Experience and Professional Knowledge, Self-Efficacy, and Attitude Toward Students Diagnosed With ADHD.
Author:	Capizzi, Rachel Riddles.
Description:	1 online resource (138 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355872583

ADHD and the Elementary School Teacher : = Personal Experience and Professional Knowledge, Self-Efficacy, and Attitude Toward Students Diagnosed With ADHD.
Capizzi, Rachel Riddles.

ADHD and the Elementary School Teacher :Personal Experience and Professional Knowledge, Self-Efficacy, and Attitude Toward Students Diagnosed With ADHD. - 1 online resource (138 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Caldwell University, 2018.

Includes bibliographical references

This study examined the potential relationship between elementary school teachers' knowledge of ADHD, personal experience with ADHD, self-efficacy in teaching students with ADHD, and attitude toward students diagnosed with ADHD. Data for the study were collected from elementary teachers in a northern New Jersey school district using an online research tool that included a researcher-created demographic survey, the Teacher Efficacy Scale (TES) of Woolfolk and Hoy (1990), and the Test of Knowledge About ADHD (2002) created by Hepperlen, Clay, Henry, and Barke. Results of data analysis found that personal experience with ADHD does not impact teacher self-efficacy and attitude toward students with ADHD. Further data analysis found that knowledge of ADHD does not impact teacher self-efficacy or attitude toward students with ADHD. Overall, the descriptive statistics of the continuous study variables (knowledge of ADHD, attitude toward ADHD, and self-efficacy) were all in the low to moderately low range for teachers in the school district. The literature review corroborated these results, and they can be generalized to the larger population of teachers. As a result of this study, school districts might benefit from engagement in activities that enhance teacher knowledge of and attitudes toward ADHD and teacher self-efficacy, as many of these activities are contiguous and can benefit not only students with ADHD, but the population of students and teachers as a whole, as they are truly best practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355872583Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

ADHD and the Elementary School Teacher : = Personal Experience and Professional Knowledge, Self-Efficacy, and Attitude Toward Students Diagnosed With ADHD.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
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504 $a Includes bibliographical references
520 $a This study examined the potential relationship between elementary school teachers' knowledge of ADHD, personal experience with ADHD, self-efficacy in teaching students with ADHD, and attitude toward students diagnosed with ADHD. Data for the study were collected from elementary teachers in a northern New Jersey school district using an online research tool that included a researcher-created demographic survey, the Teacher Efficacy Scale (TES) of Woolfolk and Hoy (1990), and the Test of Knowledge About ADHD (2002) created by Hepperlen, Clay, Henry, and Barke. Results of data analysis found that personal experience with ADHD does not impact teacher self-efficacy and attitude toward students with ADHD. Further data analysis found that knowledge of ADHD does not impact teacher self-efficacy or attitude toward students with ADHD. Overall, the descriptive statistics of the continuous study variables (knowledge of ADHD, attitude toward ADHD, and self-efficacy) were all in the low to moderately low range for teachers in the school district. The literature review corroborated these results, and they can be generalized to the larger population of teachers. As a result of this study, school districts might benefit from engagement in activities that enhance teacher knowledge of and attitudes toward ADHD and teacher self-efficacy, as many of these activities are contiguous and can benefit not only students with ADHD, but the population of students and teachers as a whole, as they are truly best practices.
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