The purpose of the present study was to examine the process of change in the consciousness about special needs education of teachers of regular classes as a result of support they received from ...special needs education coordinators. Teachers (N=7) of regular classes in an elementary school were interviewed, and the verbatim records of those interviews analyzed using the modified grounded theory approach (M-GTA). The following processes were identified: (a) the teachers recognized problems that their students and the students' parents had; (b) then, the teachers consulted with the coordinators, and modified their behavior; (c) after the classroom situation had improved, the teachers' consciousness about special needs education changed. Examination of the process of change in the teachers' consciousness about special needs education suggested that the teachers' positive consciousness about special needs education came out of the cycle of support from the coordinators and the teachers' modifications of their own behavior. These results suggest that changes in teachers' consciousness may lead to positive behavior, such as asking coordinators for more support, self-study about special needs education, and improvements in the method of teaching students and in correspondence with students' parents.
The preschool class is an educational programme that has been created through an educational reform in Sweden in the late 1990s. The purpose was to construct a bridge between preschool and primary ...school, where the two institutions together would create a "new pedagogy". My study of teacher identities in preschool class shows that the teachers are using strategies to mark their differences to other teachers. One strategy is to enhance in-groups and out-groups. These strategies also construct the preschool class as a security zone where the teachers distance themselves from other teachers, in contrast to the educational reform.
Study objective : To promote and improve communication between regular class teachers and teaching assistants attending special support education. Design : Multiple baseline design across ...participants. Setting : Regular classrooms in a public elementary school. Participants : 5 regular class teachers and 4 teaching assistants (3 graduates and 1 undergraduate). Intervention : The communication cards used by the teachers and teach ing assistants were improved in order to reduce their cost by (1) itemizing the teaching assistants' reports and (2) simplifying the teachers' replies by using signs. Measures : (1) Frequency of the teachers' comments in the communication cards, and (2) classification by content of the teachers' comments. Results : In the intervention period, (1) the frequency of the teachers' comments increased, (2) the frequency of "demand" and "sympathy" comments by the teachers also increased. In addition, improvement of information was observable in the accompanying description comments. Conclusion : The present results suggested that a reply method using signs was effective in increasing the teachers' comments, and the increase of "demand" and "sympathy" comments by the teachers appeared to result in reciprocal reinforcement between the teachers and the teaching assistants.
The preschool class is an educational programme that has been created through an educational reform in Sweden in the late 1990s. The purpose was to construct a bridge between preschool and primary ...school, where the two institutions together would create a "new pedagogy". My study of teacher identities in preschool class shows that the teachers are using strategies to mark their differences to other teachers. One strategy is to enhance in-groups and out-groups. These strategies also construct the preschool class as a security zone where the teachers distance themselves from other teachers, in contrast to the educational reform.
PurposeThis study examines the correlations between (i) parent-adolescent communication about class teachers, (ii) high school students’ trust in teachers, and (iii) the feeling of school ...avoidance.Methods: For the purpose of this study, a questionnaire was distributed among high school students (N=250, 125 boys and 125 girls). The questionnaire was registered with MELLLINKS, an online survey company. Consent was obtained from the participants.ResultsPositive correlations were observed between (i) favorable communication about class teachers between parents and children, (ii) students’ sense of security with teachers, and (iii) students’ assessment of teachers’ role accomplishment. Positive correlations were also observed between (i) negative communication about class teachers between parents and adolescents, (ii) students’ distrust of teachers, and (iii) feelings of school avoidance.Discussion/ConclusionThe results suggest that parents’ trust in teachers might enable students to trust their teachers as well. Additionally, it is also important to encourage parents to form positive evaluations of teachers in order to alleviate high school students’ feeling of school avoidance.
Based on the universal theory of acceptance and use of technology (UTAUT), this study explores in-class teachers' use intention of the synchronous two-teacher model, which consists of an elite ...teacher from the well-developed urban school and one or more in-class teachers working together to teaching students at the underdeveloped rural schools. The results show the in-class teachers have a strong welling to participate in the synchronous two-teacher model. Further, the study finds that effort expectancy and facilitating conditions are two factors that have directly impact on in-class teachers' use intention of the synchronous two-teacher model. Performance expectancy and social influence, on the other hand, are two factors that have not directly impact on in-class teachers' use intention of the synchronous two-teacher model.
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