ERIC Number: ED557562
Record Type: Non-Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
The Relationship between Teacher Training, Intervention Strategies, and Students' Academic Achievement in the Classroom with K-5 ADHD Students
Cooper, Nancy A.
ProQuest LLC, Ph.D. Dissertation, TUI University.
The primary intent of this study was to explore the effect between teachers' training, intervention strategies, and the academic achievement of K-5 ADHD students. The study design employed a mixed research design. The quantitative method focused on collecting data from certified regular and special-education teachers. Additionally, effects were explored between the variables of teacher training and experience in working with children with ADHD in relationship to this self-assessment. The study analyzed numerical data from a survey of 92 teachers to ascertain whether a student with ADHD academic achievement relates to the constructs using multiple regression. The researcher measured teachers' education, years of teaching, and intervention strategies via a teacher data survey. For the regression predicting Math achievement scores, the model was not significant. However, this may be due to the small sample size, and significant predictors were still examined. Grade level taught was a significant predictor of Math achievement scores; (ß = 46 and p = 0.009) higher grade levels had higher scores. Behavior Management scores were a significant predictor of Science achievement scores; higher Behavior Management scores were a significant predictor of Science achievement scores; higher Behavior Management corresponded with higher Science scores. (ß = 0.54 and p = 0.032). As Behavior Management scores increased by one, student's Science scores increased by 21.99. Behavior Management was a significant predictor of Science achievement scores; higher Behavior Management corresponded with higher Science scores. The self-assessment of teachers and how intervention strategies, based on Albert Bandura and Jean Piaget's models, provided a conceptual model for this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Attention Deficit Hyperactivity Disorder, Teacher Surveys, Mathematics Achievement, Scores, Teacher Education, Intervention, Teaching Experience, Predictor Variables, Multiple Regression Analysis, Classroom Techniques, Mixed Methods Research, Elementary School Students, Sample Size, Science Achievement, Special Education Teachers, Correlation, Academic Achievement
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Authoring Institution: N/A