Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers

Dyslexia ◽  
2021 ◽  
Author(s):  
Katelyn Mullikin ◽  
Michelle Stransky ◽  
Shalini Tendulkar ◽  
Mary Casey ◽  
Karen Kosinski
Keyword(s):  
Elementary Teachers ◽  
Years Of Experience ◽  
Early Elementary

Early Elementary Teachers' Receptivity to Tobacco Prevention in One Rural U.S. State

2000 ◽  
Vol 20 (2) ◽  
pp. 157-169 ◽  
Author(s):  
Vivien Carver ◽  
Bonita Reinert ◽  
Lillian M. Range ◽  
Catherine Campbell
Keyword(s):  
Elementary Teachers ◽  
Tobacco Prevention ◽  
Early Elementary

Teacher perceptions of teacher bullying

2011 ◽  
Vol 14 (3) ◽  
pp. 239-257 ◽  
Author(s):  
Christine Zerillo ◽  
Karen F Osterman
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Elementary Teachers ◽  
Teacher Perceptions ◽  
Mixed Methods Study ◽  
Years Of Experience ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Teacher Bullying ◽  
Peer Bullying

This mixed-methods study examined elementary teachers’ perceptions of teacher–student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious than peer bullying, and did their perceptions differ by the nature of the bullying incident? Findings indicate that teachers are aware of isolated and ongoing student bullying by their colleagues; however, they have a higher sense of accountability for peer bullying and forms of bullying with physical rather than socio-emotional consequences. Teachers’ sense of accountability was correlated with years of experience but unrelated to participation in professional development, despite sustained anti-bullying initiatives over a 10-year period.

scholarly journals Results from a pre-post, uncontrolled pilot study of a mindfulness-based program for early elementary school teachers

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Summer S. Braun ◽  
Robert W. Roeser ◽  
Andrew J. Mashburn
Keyword(s):  
Pilot Study ◽  
Elementary Teachers ◽  
Occupational Health ◽  
Pacific Northwest ◽  
Teaching Practices ◽  
Extrinsic Motivation ◽  
Well Being ◽  
Effect Sizes ◽  
Future Research ◽  
Early Elementary

Abstract Background Mindfulness-based programs are a novel and promising approach for supporting teachers’ occupational health and well-being. Although rationales for mindfulness programs for teachers have been offered, the empirical research base evaluating approaches for educating teachers in mindfulness is still developing. This study reports the findings of a pilot study of a mindfulness-based program. This study is unique in that it is one of the only studies of the Mindfulness-Based Emotional Balance (MBEB) program to focus on early elementary teachers, to be implemented by a new instructor, and to recruit teachers via extrinsic motivators. Methods A pre-post, uncontrolled pilot study of a 27.5-h mindfulness-based program for teachers was conducted with 21 pre-kindergarten–third-grade teachers from the Pacific Northwest of the USA. Program acceptability was assessed based on attendance and teacher reports of program benefits. Effect sizes for within-person changes (from pre- to post-program) in teachers’ skills and mindsets, well-being, occupational health, and teaching practices were calculated. Teachers also suggested improvements to the program. Results With regard to program attendance and acceptability, teachers attended 87% of sessions, with 58% of teachers reporting a personal benefit and 58% of teachers reporting a professional benefit of the program. Effect sizes for changes in teachers’ skills and mindsets ranged from small to large, |d| = 0.30 to 0.83, and ranged from small to medium for changes in teachers’ well-being |d| = 0.07 to 0.48, occupational health |d| = 0.14 to 0.39, and teaching practices |d| = 0.15 to 0.48. Teachers suggested shortening the program and linking it more closely to their work in the classroom. Conclusions This study suggests that the MBEB program may be beneficial to early elementary teachers, even when implemented by someone other than the program developer, and when provided with extrinsic motivation to participate (more closely mapping to a larger-scale trial of the program). Teachers’ suggestions regarding program length and structure are considered, along with useful avenues for future research on mindfulness-based programs for teachers.

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