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Doctoral Dissertation (Ed.D.)
Teacher Beliefs, Attitudes, and Expectations Towards Students with Attention Disorders in Three Schools in the United Kingdom's Independent School System
Available from: ProQuest - Dissertations and Theses
Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, England, Europe, Inclusive education, Northern Europe, Northern Ireland, Perceptions, Scotland, Teachers - Attitudes, United Kingdom
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Abstract/Notes: Scope and method of study. The purpose of this qualitative study was to investigate the connection between the beliefs, attitudes, and expectations teachers exhibit towards students who have attention challenges in three independent schools in England and the pathognomonic-interventionist continuum as identified by Jordan-Wilson and Silverman (1991), which identifies, along a scale, where teachers' beliefs lie. Teachers' sense of efficacy as they meet individual student needs was also explored as was what educators in these schools, who have limited, if any, recourse to special education assistance, do to support students who display the characteristics of attention deficit. The pathognomonic-interventionist continuum and Bandura's (1977) construct of self-efficacy were the lenses used to focus the research. The study records participants' responses and reflections about the phenomenon under study, describing what it is they do, how they perceive their responsibility towards their students, and how they support each other. Findings and conclusions. Data compiled from a sample of 10 teachers and 3 head-teachers, were disaggregated to provide a picture of how participant teachers work with attentionally challenged children in selected English independent schools. The results provide evidence that teachers whose profile identifies them with the interventionist perspective present stronger senses of self-efficacy. They are prepared to undertake prereferral-type activities to determine where the student is experiencing difficulty and are then willing to manipulate the learning environment to meet individual student needs. Teachers in these schools perceive it as their professional obligation to design teaching scenarios to benefit all students. Teacher efficacy, their sense of their ability to positively influence their students' educational performance and achievement, is unrelated to years of experience or educational background, but is related to the beliefs which they hold.
Language: English
Published: Stillwater, Oklahoma, 2006
Report
Three-Year Age-Spans in Montessori Classrooms: The Benefits of a Full Upper Elementary Cycle
Available from: National Center for Montessori in the Public Sector (NCMPS)
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Abstract/Notes: Montessori education is uniquely designed to maximize the benefits of seamless educational pathways designed in 3-year increments. Learners benefit academically and socially from three–year mixed-age groupings. It is accepted practice for public Montessori schools to maintain the integrity of three-year cycles through the 6th grade.
Language: English
Published: Washington, D.C., Jul 7, 2016
Article
Three Days with – "The Child as Builder of Humanity"
Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 11
Date: Dec 2003
Pages: 1–2
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Language: English
Article
Child Development Tips For Prenatal To Three: Insights and Suggestions From Montessori Teachers
Publication: The Child and You, vol. 12
Date: 2012/2013
Pages: 35-41
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Language: English
Article
Montessori Materials: Three Candlestick Polishing
Publication: The National Montessori Reporter, vol. 5, no. 2
Date: Apr 1981
Pages: 7
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Language: English
Article
Dynamic Energy Comes in Three's [Sister Brigid O'Connell and Assisi House]
Publication: The National Montessori Reporter
Date: 1989
Pages: 3–4
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Language: English
Article
Cincinnati's Sands Montessori Primary Program for Three- and Four-Year-Olds
Available from: ERIC
Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 2, no. 3
Date: May 1994
Pages: 4
Americas, Montessori schools, North America, Public Montessori, United States of America
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Language: English
Article
Three More Exhibit Palaces [advertisement]
Available from: Newspapers.com
Publication: San Francisco Examiner (San Francisco, California)
Date: Jan 25, 1915
Pages: 3
Americas, Maria Montessori - Biographic sources, North America, United States of America
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Abstract/Notes: This is seventh in a series of Panama-Pacific Exposition advertisements by The Owl Drug Co. Included in this ad is mention of Montessori's involvement: "In the Palace of Education and Social Economy... Madame Montessori will conduct a real school for children, under Government supervision."
Language: English
Archival Material Or Collection
Box 7, Folder 16 - Manuscripts, ca. 1921-ca.1966 - "Chapter Three: The Pharisees Set a Trap for Jesus"
Available from: Seattle University
Date: ca. 1921-ca. 1966
Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings
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Language: English
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections
Archival Material Or Collection
Box 9, Folder 53 - Manuscripts, ca. 1921-ca.1966 - "The Three Kings Approach"
Available from: Seattle University
Date: ca. 1921-ca. 1966
Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings
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Language: English
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections