Attitudes Of Primary School Teachers Research Articles

Knowledge and Attitude of Primary School Teachers toward Tooth Avulsion and Dental First Aid in Davangere City: A Cross-sectional Survey.

Aim of the study Traumatic dental injuries including avulsed tooth is a tragic and ignored problem among school children. As children spend much of their time in schools, school teachers form the group who commonly supervise the physical activity of the children, so awareness about avulsed tooth emergency management among school teachers is an important concept for long-term success and to prevent its future consequences. The purpose of this study was to assess the knowledge and attitude regarding tooth avulsion and dental first aid among primary school teachers in Davangere city.MethodsThe study was performed by administering a self-designed questionnaire on a sample of 300 primary school teachers.ResultsSixty-eight percent of the school teachers (government, semi-aided and aided schools) admitted the possibility of an avulsed tooth to be replanted and thirty-two percent had no idea on tooth replantation and only twenty-three percent of the teachers knew the procedures taken in cases of avulsed teeth. Seventy-seven percent of all teachers did not feel the possibility of tooth replantation.ConclusionThere is poor knowledge in the management of avulsed teeth among the school teachers of Davangere city. They do not feel capable of replanting an avulsed tooth. As one of the child supervisors, all the school teachers should have the basic knowledge to recognize oral emergencies and regarding conservation of avulsed teeth to prevent its consequences in the child’s future.

Training, understanding, and the attitudes of primary school teachers regarding inclusive education in Hong Kong

Inclusive education is one of the most important issues in education in Hong Kong, China. Because the role of teachers is critical to the success of inclusive education, this study investigated some of the elements that determine the success of implementing inclusive education. Teachers’ perceived definition of inclusive education, the opportunities for teachers to receive training in inclusive education, and the attitude of teachers were examined through responses to questionnaires. The sample consisted of 51 primary school teachers from two schools participating in the ‘New Funding Mode’. Results were analysed using content analysis and Chi‐square tests. Implications of the findings are also discussed.

Professional and private experience with persons with special needs and attitudes of teachers of regular schools towards inclusion

In this paper, we seek for the factors of formation of attitudes of primary school teachers towards inclusion of children who due to some sensory, bodily, mental disability or social deprivation have the need for additional support in development and learning. Research on attitudes towards inclusive education of children with special needs so far indicates that teachers of regular schools 'hesitate' in accepting children with special needs, stating as a reason the fact that they do not feel competent enough to work with them. However, the increase in teacher readiness to work with these children can be seen from the projects for the inclusion of these children that educate the teachers and envisage the support of the school expert team. This study was conducted with the aim of determining whether teacher's experience - either private or professional - with persons with disabilities distinguishes the respondents who exhibit more favourable attitudes towards inclusive education of these children from those with less favourable attitudes. The sample consisted of 105 teachers from five regular primary schools at the territory of Belgrade, 44.2% of whom declared that they had professional experience in working with students with special needs, while 40% of respondents had private experience with persons with developmental disabilities. The results (ANOVA) indicate that professional experience with working with children with special needs does not significantly affect the formation and changing of attitudes of teachers of regular schools towards inclusive education. On the other hand, private experience with persons with developmental disabilities has a significant influence both on the attitude towards inclusion as a whole and towards all its components (cognitive, conative, the feeling of competence). Based on the obtained results, implications for the development of the curriculum for educating teachers for working with children with developmental disabilities are discussed. .

Knowledge and attitudes of teachers regarding the impact of classroom acoustics on speech perception and learning

This study investigated the knowledge and attitude of primary school teachers regarding the impact of poor classroom acoustics on learners' speech perception and learning in class. Classrooms with excessive background noise and reflective surfaces could be a barrier to learning, and it is important that teachers are aware of this. There is currently limited research data about teachers' knowledge regarding the topic of classroom acoustics. Seventy teachers from three Johannesburg primary schools participated in this study. A survey by way of structured self-administered questionnaire was the primary data collection method. The findings of this study showed that most of the participants in this study did not have adequate knowledge of classroom acoustics. Most of the participants were also unaware of the impact that classrooms with poor acoustic environments can have on speech perception and learning. These results are discussed in relation to the practical implication of empowering teachers to manage the acoustic environment of their classrooms, limitations of the study as well as implications for future research.

The attitudes of primary school teachers toward inclusive education in rural and urban China

This study investigated the attitudes of primary school teachers from the selected rural and urban areas in China toward inclusive education. The results indicated that, (1) teachers’ attitudes are composed of three dimensions: positive and negative effects of inclusion, and benefits of segregated special education; (2) most surveyed teachers demonstrated positive attitudes toward segregated special school education while supporting inclusion; (3) rural and urban teachers held significantly different attitudes toward inclusion, and urban teachers were more negative toward inclusion than rural ones; and (4) teachers’ attitudes were not essentially influenced by resources, teaching years or relevant special education training.

SIKAP GURU SEKOLAH DASAR DI KOTA SEMARANG TERHADAP PERUBAHAN KURIKULUM

The objectives of this research are as follows: First, to discover the attitude ofprimary school's teachers in Semarang towards the curriculum changes. Second, todiscover what the teachers think of the new curriculum. The subject of this curriculumis the state elementary school teachers in Semarang who have experienced differentcurriculum changes twice in 1994 and 2004 respectively. The research reveals thatteachers showed 2 attitudes towards curriculum changes: high openness (76%) andmedium openness (24%) out of 100 respondents. Basically, we can classify theteacher's suggestion into 8 groups. They are government policy, infrastructure,program dissemination, dissemination, training, administrative affairs, curriculumcontent, sampling, and education.Kata kunci: sikap guru, perubahan kurikulum

Profiling Primary School Teachers in Relation to Art Teaching

AbstractThis paper contributes to the on‐going debate about specialisation and teaching art in primary schools. Moreover it provides a starting point for further research and the design of in‐service training that responds to the different needs and attitudes of primary school teachers in relation to teaching art. This is done by investigating several profiles of teachers who teach art in primary schools in Cyprus. It describes five profiles of teachers, which emerged from analysing data from pupils (questionnaire and interview data) and teachers (interview data) and thus brings a fresh insight to the learning‐teaching situation. There are two profiles of art specialist teachers, named as artist‐teacher and specialist‐teacher, and three profiles of non‐art specialist teachers, named as enthusiastic, disappointed, and indifferent non‐specialist. The most effective teacher in the pupils' eyes is the specialist‐teacher, who integrates more successfully than the others their subject matter knowledge, pedagogical knowledge, knowledge of learners and knowledge of the environmental conditions.

Parents' Beliefs About ADHD: Implications for Assessment and Treatment

L., & Strauss, C. C. (1985). Teacher ratings of attention problems in children experimentally classified as exhibiting attention deficit disorder with and without hyperactivity. Journal of the American Academy of Child Psychiatry, 24, 613–616. Lahey, B., Schaughency, E., Hynd, G., Carlson, C., & Niever, C. (1987). Attention deficit disorder with and without hyperactivity: Comparison of behavioral characteristics of clinic referred children. Journal of the American Academy of Child and Adolescent Psychiatry, 26, 718–723. Lahey, B. B., & Willcutt, E. G. (2000). Validity of the diagnosis and dimensions of attention–deficit/hyperactivity disorder. Manuscript submitted for publication. Marshall, R. M., Hynd, G. W., Handwerk, M. J., & Hall, J. (1997). Academic underachievement in ADHD subtypes. Journal of Learning Disabilities, 30, 635–642. McBurnett, K., Pfiffner, L. J., & Frick, P. J. (2001). Symptom properties as a function of ADHD type: An argument for continued study of sluggish cognitive tempo. Journal of Abnormal Child Psychology, 29, 207–214. Milich, R., Balentine, A. C., & Lynam, D. R. (2001). ADHD/Combined Type and ADHD/Predominantly Inattentive Type are distinct and unrelated disorders. Clinical Psychology: Science and Practice, 8, 463–488. Nigg, J. T., Blaskey, L., Huang, C., & Rappley, M. (2000). Executive functioning and ADHD DSM–IV subtypes. Manuscript submitted for publication. Pelham, W. E., & Fabiano, G. (In press). Treatment of attention deficit disorder: The impact of comorbidity. Child Psychology and Psychotherapy. Tannock, R. (1998). Attention deficit hyperactivity disorder: Advances in cognitive, neurobiological, and genetic research. Journal of Child Psychology and Psychiatry, 39, 65–99.

Research Section: A study of the attitudes of primary school teachers in Harare towards the inclusion of blind children in regular classes

This article presents the results of a study of the attitudes of primary school teachers in Harare, Zimbabwe, towards the inclusion of blind children in regular classes. The ultimate aim was to assess the acceptability of moves towards inclusive education in mainstream Zimbabwean schools. The study was conducted from May to June 2000.The sample of teachers involved in this study (N=400) ranged over a wide area of Harare. The result can be considered to be representative of the views and feelings of primary school teachers in Harare towards including blind children in regular classes.Overall, the study established that the majority of teachers have a negative attitude towards the inclusion of blind children in regular classes and that male and female teachers were equally rejecting of the idea. Taruvinga Mushoriwa, of the Department of Education Foundations at the University of Zimbabwe, reports these results and goes on to consider the impact of the inclusion debate in developing countries. It is difficult to promote inclusive practices in situations where mainstream classes are large and resources, including aids, equipment and support staff, are rare.

Avulsed permanent incisors: knowledge and attitudes of primary school teachers with regard to emergency management.

This study was designed to examine the knowledge and attitudes of primary school teachers with regard to the emergency management of avulsed permanent incisors. Data were collected by self-administered questionnaire. The study was conducted in primary schools lying within a 2-mile radius of the University Dental Hospital, Cardiff. Sample and methods. A total of 388 teachers in 31 participating schools were asked to complete a questionnaire, which was subsequently collected by two of the authors (CS and AT). Two hundred and seventy-four teachers returned completed questionnaires, a response rate of 70.6%. One hundred and eighty-one respondents (60.1%) had received no advice about the emergency management of dental avulsion. Of the 133 teachers (48.5%) who possessed a first aid certificate, 39 (29.3%) had been given relevant advice as part of this training. Less than one-third of respondents (85 (31%)) cited an optimum extra-oral time of 30 min or less, with only 43 (15.7%) considering that this should be 10 min or less. However, 125 (45.6%) knew milk to be the best transport medium. Two hundred and four teachers (74.5%) stated that they would not be prepared to replant an avulsed tooth themselves, 133 (80%) basing this decision on lack of expertise and training. Two hundred and sixty-two teachers (95.6%) expressed a desire for further information. The majority of respondents possessed, at best, rudimentary knowledge of the emergency management of dental avulsion. Teachers, and other individuals who supervise children in schools, should receive simple instruction in dental first aid.

Primary School Teachers' Attitudes toward Speech-Language Pathology

A survey was undertaken to investigate the attitudes of primary school teachers toward speech-language pathology. Respondents from seven Melbourne metropolitan regions completed a 27 item questionnaire. 93.5% of questionnaires were returned. A factor analysis identified six discernible dimensions of teachers' attitudes, which accounted for 53.7% of the total variance. The results revealed that teachers have generally favourable attitudes toward speech-language pathology, the efficacy of remediation procedures, implementation methods, and the extent of its co-ordination with academic programs. Teachers also indicated an overall feeling of confidence in identifying speech-language problems but expressed a desire for greater information in the area, as well as some dissatisfaction with the extent of communication between the two professions. Practical implications are discussed.