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Articles 1 - 4 of 4
Full-Text Articles in Early Childhood Education
Growing-And-Giving Mindset Intervention In Early Childhood Education: A Collaborative Action Research, Fumiko Masaki
Growing-And-Giving Mindset Intervention In Early Childhood Education: A Collaborative Action Research, Fumiko Masaki
The Qualitative Report
In childhood education, a behaviorist approach (a mixture of praise and punishment) has been used for student target behaviors; however, the results have not been consistent. This study investigated how a constructivist approach would work in the same setting. The participant was a four-year-old student who showed target behaviors with negative attention-seeking and avoidance of self-regulation; three teachers and the author worked with him on collaborative action research. We treated him using the behaviorist approach in the first cycle of intervention. It seemed to work on the surface but was not helping him become autonomously self-regulated; his surroundings learned to …
Teacher And Problem In Student With Adhd In Indonesia : A Case Study, Iriani Indri Hapsari, Aulia Iskandarsyah, Poeti Joefiani, Juke R Siregar
Teacher And Problem In Student With Adhd In Indonesia : A Case Study, Iriani Indri Hapsari, Aulia Iskandarsyah, Poeti Joefiani, Juke R Siregar
The Qualitative Report
Students with ADHD (Attention Deficit Hyperactivity Disorder) often experience academic and social problems at school because of their behavior problems. The teacher becomes one of the main figures who can help students with ADHD in the school. However, research about problem in students with ADHD from teachers’ perspective has limited empirical evidence in Indonesia. In the study, we explored the perception and experiences of teacher towards problem in students with ADHD and how teachers handle the problem in school. We conducted case study using semi-structured interview with purposive sampling technique for 38 elementary school teachers in Indonesia. We found that …
A Qualitative Exploration Of Teachers’ Experiences With Students With Autism Spectrum Disorder Transitioning And Adjusting To Inclusion: Impacts Of The Home And School Collaboration, Chana S. Josilowski, Wendy Morris
A Qualitative Exploration Of Teachers’ Experiences With Students With Autism Spectrum Disorder Transitioning And Adjusting To Inclusion: Impacts Of The Home And School Collaboration, Chana S. Josilowski, Wendy Morris
The Qualitative Report
Although inclusive classrooms provide unique opportunities for students with autism spectrum disorder (ASD), these students face barriers during the initial transition from self-contained classrooms (Sanahuja-Gavaldà, Olmos-Rueda, & Morón-Velasco, 2016). The purpose of this qualitative, generic study was to identify how home and school collaboration impacted the transition and adjustment of students with ASD to an inclusive setting. Using a generic qualitative methodology, we collected data from 16 teachers who responded to a series of open-ended questions about their experiences with parental engagement during the transition to inclusion for students with ASD. Three themes emerged; teachers indicated that when parents and …
Exploring Teacher Factors That Influence Teacher-Child Relationships In Head Start: : A Grounded Theory, Shiyi Chen, Beth Phillips
Exploring Teacher Factors That Influence Teacher-Child Relationships In Head Start: : A Grounded Theory, Shiyi Chen, Beth Phillips
The Qualitative Report
The purpose of this paper was to explore factors that influence teacher-child relationships in Head Start. Three Head Start teachers from three centers were recruited for this study. Interview and observation data were analyzed using a grounded theory approach by using the qualitative data analysis software NVivo. Two coders completed the coding process. Inter-coder reliability and other triangulation techniques were employed to ensure the credibility of this study. The analysis revealed factors that teachers perceived as beneficial or harmful to their relationships with children. Three main themes emerged: professionalism (i.e., teacher beliefs, education, and work experience), teacher self-efficacy (i.e., teacher …