Classroom management

Given the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best used to capture sequential changes over time, across multiple domains, and during sensitive periods of development Academic motivation and achievement likely exemplify predictors that would affect peer status sequentially over time during the early primary school years. This study examined the developmental cascade of task avoidance, academic achievement, and peer acceptance using a sample of 545 (311 boys, 234 girls) Finnish students in the 1st through 4th grade (M = 7.67, SD = 0.31 years old at the outset).

Preparing teachers for diverse populations in the 21st century is a daunting task that must be addressed systematically. Because society requires strict accountability measures (Danielson, 1996; NCLB, 2002), educators must ensure that students achieve at high levels. Teacher education literature increasingly addresses the need for standards and accountability (Hardeman, McDonald, & Welch, 1998) and stresses the importance of well-researched, teacher preparation methods. While teacher education institutions face the challenges of preparing a greater quantity and higher quality of teachers, a teacher shortage continues to exist (SREB, 2001). Several researchers have focused on efficient and effective means of preparing teachers who can reach these higher standards and remain in the teaching profession. Coaching is a positive means of providing support to teachers while improving teachers' instructional effectiveness (Fieman-Nemser, 2001). Sheeler, McAfee, and Ruhl (2004) determined that teachers' instruction improved when a coach provided specific, immediate, corrective feedback. Giebelhaus (1994), Lindell (2001), and Scheeler and Lee (2002) demonstrated that "bug-in-ear" (BIE) technology permitted coaches to provide immediate, corrective feedback without interrupting instruction. The present study was designed to examine the effects of using BIE technology on novice teachers' rate and accuracy of Learn Unit delivery and to determine if improved rates continued when prompts were removed. Learn Units are a definable measure of teaching, and the smallest unit through which the act of teaching can be presented (Greer, 2002). In this study, using BIE technology the coach delivered immediate, corrective feedback to three teachers regarding delivery of Learn Units. A multiple-baseline design across teachers was used. Data were collected during baseline, intervention, fading, and maintenance phases. The independent variable was the prompts delivered by the coach, and the dependent variables were the rate and accuracy of Learn Units. The results showed that novice teachers did increase both their rate and accuracy of Learn Unit delivery during the intervention and these increases remained when prompts were faded or removed. This study extended Scheeler and Lee's (2002) research on Learn Units and immediate feedback through BIE technology, and demonstrated the efficacy of this coaching method with various individuals, groups of students, and instructional formats.

Many student behaviors interfere with schools' primary function--teaching academic and social skills. In response, teachers use behavior management programs to improve learning environments and help students assume responsibility for their behaviors. This study examined the effectiveness of two commercially available programs designed to increase on-task behaviors of frequently off-task students. Under the Assertive Discipline (AD) program, students demonstrated low on-task behavior rates. Under Contingencies for Learning Academic and Social Skills (CLASS) program, students showed high on-task behavior rates. These results seem to indicate that CLASS' focus on positive classroom behaviors, peer support, and student self-reinforcement helps teachers improve on-task behaviors as compared to Assertive Discipline.

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.

This mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. Additionally, qualitative data were collected through individual and focus group interviews. These data were used to provide an in-depth look that expanded on fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. The findings of this study indicate that there is a relationship between teachers' beliefs and their self-reported classroom practices in the areas of resources, best practice, time, the Sunshine State Standards, and personal interest. While there were no significant relationships between teachers' knowledge of social studies as a whole and their self-reported classroom practices, there were several significant correlations found in the areas of American History and Political Philosophy and American Government. Further findings indicate that teaching experience and demographic variables, such as age, gender, and education level moderate some of these relationships. Implications and suggestions for further research are offered for elementary education, teacher education, and the field of social studies.

This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development.