Teachers--Training of

This systematic literature review investigates K-12 social studies educators' perspectives on digital game-based learning (DGBL) from 2015 to 2024, focusing on its impact on student engagement, motivation, and learning outcomes. Using Braun and Clarke’s (2006) reflexive thematic analysis, data from 10 studies were synthesized. Four main themes emerged regarding engagement and motivation, and three concerning learning outcomes. Findings indicate that while teachers recognize DGBL's potential benefits, they prioritize meeting learning objectives over new instructional strategies due to teaching demands and limited suitable digital games. Barriers such as time constraints and resource limitations hinder broader DGBL implementation. Overcoming these challenges requires collaboration among educators, administrators, and policymakers to leverage DGBL in K-12 social studies education fully.

This mixed methods study investigated the effectiveness of a novel educational framework, Creative Teacher Preparation (CTP), in enhancing the creative teaching abilities of undergraduate education students during field-based learning. The study focused on pre-service teachers enrolled in an undergraduate program designed for initial certification. The CTP framework is a synthesis of Lin's Creative Pedagogy and elements from traditional teacher preparation models. Within the CTP framework, teacher candidates engaged in an eight-week seminar designed to improve their understanding of creative pedagogy and prepare them to implement creative teaching strategies during field-based learning.
Employing an bb, the study consisted of two phases: an initial phase utilizing semi-structured interviews and field notes for data collection, followed by a final phase using a modified version of the Creativity Fostering Teacher Behaviors Index (CFTBIndex) (Soh, 2000). A control group was also observed to assess the statistical significance of the impact of the CTP framework, implemented through the eight-week seminar, on participants' creative teaching approaches.

The focus of this study was to discover what impact a museum-based science
methods course would have on 14 early childhood/elementary pre-service teachers' selfefficacy
and ability to develop curriculum using a constructivist approach. Data were
gathered using the STEBI-B, modified by Bleicher (2004). A paired-samples t test
indicated there was significant change in the pre-service teachers ' self-efficacy pre-and
post-museum course participation.
The investigation also analyzed student-created learning centers intended for use
in the students' future classrooms. Students created two learning centers, one before
interaction with exhibits in the museum and one at the end of the course. At the
conclusion of the semester, both sets of learning centers were analyzed using the Framework for Assessing Excellence instrument (Serrell, 2006). A paired-samples t test
showed increased ability to create constructivist-based materials.
The third area of study involved a focus group comprised of the pre-service
teachers. Researcher-designed questions focused on the change in self-efficacy beliefs of
the pre-service teachers, from pre-to post-museum experience. Questions were designed
to add depth to information gained from the quantitative data gained from the STEBI-B
and the Framework for Assessing Excellence. Qualitative procedures were conducted to
determine common themes and beliefs derived from written reflections and audiotaped
focus group discussion. Students reported the museum context did increase their
confidence, excitement, and ability to develop and use resources for science instruction.

The purpose of this survey study was to measure and compare the levels of cultural sensitivity of novice and experienced teachers of ESOL in the public schools of Palm Beach County, Florida, as measured by Margaret L. Ford's Teacher-Student Interaction Instrument (TSI). Correlational statistics (t-tests, ANOVA's, crosstabulations, c2 significance tests, and multiple regression analysis) were used to determine: (1) if novice and experienced ESOL teachers were distributed differently along Banks' levels of ethnicity, as measured by the TSI, (2) whether four demographic variables (age, gender, regional tenure, and ethnic group identification) were significantly correlated to TSI scores, and (3) if the demographic variables and teacher experience were significantly correlated with TSI score in a predictor model. The responses of 126 elementary and secondary ESOL teachers who completed the 42 item Likert scale questionnaire and seven biodata items, were used to do the analyses. The predominant TSI scores of respondents were in the categories of Biethnicity and Multiethnicity, with only 8.7% in level three, Ethnic Identity Clarification; and no respondents were in the guardedly ethnocentric lower levels, Ethnic Psychological Captivity and Ethnic Encapsulation. No statistically significant correlations were obtained in the comparison of each variable with TSI score (level of ethnicity ) or combined in the multiple predictor model. The higher percentages and ranges of TSI scores than previously reported in the literature appear to confirm the efficacy of: (1) the inclusion of core courses in multicultural education in teacher preparation programs, (2) the continued requirement of 30 to 300 hours of multicultural education workshops for inservice teachers, and (3) the use of the TSI as a survey instrument, a screening tool to indicate levels of cultural sensitivity, or as an item bank for fruitful discussion among teachers on matters relating to cultural diversity. Research suggests that the variables examined in this study may be used more effectively as predictors of cultural sensitivity if an additional measure of previous multicultural experience is also obtained.

The purpose of this study was to develop a predictive model for teacher
knowledge about ADHD and teacher attitudes toward the disorder. The Attention Deficit
Hyperactivity Disorder Knowledge Assessment (ADHDK.A), developed by the researcher,
was used to determine the nature of the relationship between teacher knowledge and
attitudes regarding ADHD and various sources from which teachers are most likely to
obtain information. Four teacher characteristics (teaching position, experience teaching
children with ADHD, personal experience with ADHD, and confidence teaching children
with ADHD) were also investigated for their predictive value.
The sample was comprised of 225 classroom teachers of grades K to 5 from seven
elementary schools in Broward County, Florida. Teachers completed the ADHDKA
which consisted of multiple choice, true and false, and open-ended statements about
ADHD. Three research questions were posed before data were collected. Multiple
regressions were run to determine the degree of association between each of the criterion
variables (knowledge and attitude), and the 12 predictor variables investigated in this
study. The degree of correlation between teacher knowledge and teacher attitude was
examined using a Pearson product moment correlation. Qualitative analysis was used to
uncover emerging themes from teacher responses to the open-ended statements. Major findings in the study were as follows: (a) Primary (K- 2) teachers have a
higher level of knowledge about ADHD than do intermediate (3-5) teachers (-.159,
p < .05); (b) teachers who have personal experience with ADHD have a higher level of
knowledge about ADHD than do teachers with no personal experience with ADHD (.147,
p < .05); (c) teachers with a high level of confidence about teaching children with ADHD
have a higher level of knowledge about ADHD than do teachers with a low level of
confidence (.280,p < .01); and (d) a predictive model can be developed to determine
teacher knowledge about ADHD (R^2 = .139). The R-square indicates that 13.9% of the
variance in teacher knowledge can be accounted for by the variation of the combined
predictor variables. Although statistically significant (F [12, 188] = 2.521,p = .004), the
correlation is less than the predetermined critical effect size of 25% and may be of limited
practical significance (.139 < .25). Conclusions based on the fmdings from the study were: (a) Teachers do not have
adequate information regarding strategies to accommodate behavioral and academic
challenges for the child with ADHD; (b) teachers lack confidence teaching children with
ADHD; and (c) teachers do not receive adequate district-level, or school-based, administrative support (i.e., availability of appropriate ADHD in-service, assistance with
parent support, classroom management issues).
Noteworthy recommendations for those in positions of educational leadership
included the following: (a) more extensive ADHD training for pre-service teachers than is
presently required; (b) a comprehensive choice of ADHD workshops offered by school
districts to administrators, teachers, paraprofessionals, cafeteria staff, custodians, bus
drivers, and any other school personnel who may interact with children; and (c) a districtlevel
expert on ADHD for the specific purpose of advising administrators, teachers, and
parents about practical solutions to everyday ADHD-related issues.
Recommendations for future research included the following: (a) Investigate why
teachers with high levels of knowledge about ADHD have negative attitudes toward the
disorder; (b) employ a mixed between - within design assessing teacher knowledge and
attitude before and after attendance at an ADHD in-service; and (c) investigate the
connection between teaching position and teacher knowledge about ADHD.

A training model in the use of the discussion method by secondary school teachers and community college faculty was developed, evaluated, and tested to determine its effectiveness. The study was done at Florida Atlantic University in an Improvement in College Instruction class in the summer term of 1980. Sixteen of eighteen students enrolled in the course completed it. Prior to conducting the course a test was given to the students examining their knowledge about discussion and the use of discussion. The same test was given to the students after the module was used to improve their discussion skills. Video tapes were used as discussions were held and students viewed the tapes to evaluate themselves using three evaluation instruments. Students evaluated their discussion skills prior to the training experience and again after the training was completed. Five hypotheses were established. A t-test measured hypotheses one through five to determine whether significant differences existed between pretraining and posttraining scores on four evaluation instruments (Subject Matter, Flanders Interaction Analysis, Group Member, and Self). Three of the hypotheses were rejected using a.01 level of significance and a fourth hypothesis was rejected using a.05 level of significance. These four hypotheses examined change in the group and the individuals. A fifth hypothesis examined changes in students' perception of the quality of their first discussion and was not rejected. The five hypotheses were used to answer three research questions regarding an increase in subject matter scores, a change in group behavior, and a change in perception of group behavior. The results of the study indicate that subject matter scores increase and group behavior changes, but the group's perception of their behavior shows no significant change. It was recommended that the study be replicated using a larger population, subjects from a variety of backgrounds and measures of specific kinds of behavior in the groups.