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ERIC Number: ED567439
Record Type: Non-Journal
Publication Date: 2014
Pages: 109
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-0852-4
Correlation between Teachers' Perceptions of Students with Attention Deficit Hyperactivity Disorder and Use of Supportive Instructional Strategies
Clarke, Tonya
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this quantitative study was to determine if there is a relationship between teacher perception of students with Attention Deficit Hyperactivity Disorder (ADHD) and the number of regularly used ADHD appropriate classroom strategies. The population of interest was high school teachers in a Georgia school district. The study used surveys to collect data from a sample of high school teachers in selected high schools in a Georgia school district who had three or more years of teaching experience. Based on the correlation, the relationship between teacher perception and teacher use of ADHD appropriate strategies was small. However, the average scores for both perception and strategies were below a 60% proficiency level. This implied that, although the correlation between teacher's perceptions of the ADHD student and the teacher's use of ADHD appropriate strategies was weak, teachers generally have a low perception of students with ADHD and there is a low occurrence of ADHD appropriate strategies being used in the classrooms. Rooted in theories related to the Pygmalion effect and the self-fulfilling prophecy, the study provided insight to the type of professional development that will support at risk students. Educational researchers and instructional leaders should continue to monitor the use of appropriate strategies. They should also investigate how professional development focused on specific strategies for the ADHD student combined with a focus on improving teacher understanding of the difficulties faced by ADHD students may support academic achievement for the ADHD student and their cohorts. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia