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How Parents, Teachers, Psychologists, And Educational Environments Influence Developmental Transitions Of Preadolescent Twice-Exceptional Students, Karen B. Arnstein
How Parents, Teachers, Psychologists, And Educational Environments Influence Developmental Transitions Of Preadolescent Twice-Exceptional Students, Karen B. Arnstein
Electronic Theses and Dissertations
The purpose of this collective case study was to examine the perceived developmental transitions of preadolescent, twice-exceptional students to understand both the supports and barriers from the perspective of parents, teachers, and psychologists. The case for this study, located in a western U.S. state, was a private school educating twice-exceptional students. The research questions guiding the study included the following: How do parents perceive growth in both academic and psychosocial development? How do educators perceive growth in both academic and psychosocial development? What are the supports that promote successful developmental transitions? What are the barriers that inhibit successful developmental transitions? …
Public School Teachers’ And Principals’ Knowledge Of Attention Deficit Hyperactivity Disorder, Judy Blevins
Public School Teachers’ And Principals’ Knowledge Of Attention Deficit Hyperactivity Disorder, Judy Blevins
Electronic Theses and Dissertations
The purpose of this study was to determine the knowledge level (general, etiology, assessment, treatment) of attention deficit hyperactivity disorder (ADHD/ADD) of principles, regular education teachers, and special education teachers in the First Educational District in Northeast Tennessee. The study further the amount of instruction on ADHD/ADD that educators received as part of their teacher training and after they began teaching, the number of books and articles they read on ADHD/ADD, the number of students with ADHD/ADD they worked with, and the number of students they worked with who were on medication. The study also revealed teacher beliefs about ADHD/ADD …