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Teacher Knowledge as It Pertains to ...

Drayton, Emaly,

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Teacher Knowledge as It Pertains to ADHD in Traditional and Montessori Settings /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Knowledge as It Pertains to ADHD in Traditional and Montessori Settings // Emaly Drayton.
作者:	Drayton, Emaly,
面頁冊數:	1 electronic resource (144 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-07, Section: A.
Contained By:	Dissertations Abstracts International86-07A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31484379
ISBN:	9798302158178

Teacher Knowledge as It Pertains to ADHD in Traditional and Montessori Settings /
Drayton, Emaly,

Teacher Knowledge as It Pertains to ADHD in Traditional and Montessori Settings /Emaly Drayton. - 1 electronic resource (144 pages)

Source: Dissertations Abstracts International, Volume: 86-07, Section: A.

ADHD (Attention Deficit/Hyperactivity Disorder) is a common neurological disorder that causes a person to have difficulty self-regulating (Daley & Birchwood, 2010a). A child displaying symptoms of ADHD may be impulsive, hyperactive, and/or inattentive, which increases the likelihood of academic failure and behavior difficulties. While symptoms are usually present at birth, a child is often not diagnosed until school age when symptoms have a more significant impact on academics (Silk et al., 2016a). Teachers are often the first ones to notice ADHD symptoms because teachers know how a neurotypical child behaves (Al-Omari et al., 2015a; Bolinger et al., 2020). The Montessori method is a nontraditional teaching method rooted in therapeutic and special education features. Montessori methodology approaches a child's attention differently than the traditional (non-Montessori) classroom. Through this quantitative comparison study, the researcher assessed the current level of knowledge about ADHD among Montessori and traditional (non-Montessori) elementary teachers across Louisiana. Participants answered a brief demographic questionnaire, The Knowledge of Attention Deficit Disorder Scale (KADDS), and optional open-ended questions. One hundred forty-three participants completed the survey. T-tests were used to compare the KADDS overall scores and sub-scores between Montessori and traditional teachers. Major findings from the research indicate that teachers in Montessori schools possess more knowledge about ADHD, according to the KADDS survey. However, many teachers fell within the mid-ranges, indicating further need for ADHD training concerning facts and misconceptions. Comparisons and implications of the current study are discussed, and recommendations are presented.

English

ISBN: 9798302158178Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Attention-deficit/hyperactivity disorder

Teacher Knowledge as It Pertains to ADHD in Traditional and Montessori Settings /
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