Supporting the Success of Students with ADHD: Perceived Effects of a MOOC for Teachers

被引：0
|
作者：
Duchaine, Marie-Pier [1 ]
Gaudreau, Nancy [1 ]
机构：
[1] Univ Laval, Quebec City, PQ, Canada
来源：
INTERNATIONAL JOURNAL OF TECHNOLOGIES IN HIGHER EDUCATION | 2021年 / 18卷 / 02期
关键词：
Massive online open course (MOOC); continuing professional development; teacher; in-service training; attention deficit hyperactivity disorder (ADHD); inclusive school; teachers' self-efficacy; SELF-EFFICACY; PROFESSIONAL-DEVELOPMENT; BEHAVIOR; STRATEGIES; PROGRAM; STRESS; IMPACT;
D O I：
10.18162/ritpu-2021-v18n2-02
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This article presents the results of a study that measures the perceived effects of a MOOC on ADHD in response to the training needs of teachers in this area. As part of a two-stage pre-experimental research design, 178 elementary and secondary school teachers who participated in the MOOC Le point sur le TDAH : comprendre, soutenir et accompagner les jeunes completed an online questionnaire. The descriptive analyses and analyses of variance conducted reveal that the MOOC appears to be an effective in-service training device with the potential to promote the transformation of teachers' practices towards young people with ADHD and the development of their sense of personal effectiveness in teaching them.
引用
收藏
页码：24 / 44
页数：21
相关论文
共 50 条
  • [31] Supporting students' engagement with teachers' feedback: the role of students' school identification
    Carvalho, Carolina
    Santos, Natalie Nobrega
    Antonio, Raquel
    Martins, Dulce Sofia Mendonca
    [J]. EDUCATIONAL PSYCHOLOGY, 2021, 41 (07) : 863 - 882
  • [32] Supporting and retaining beginning teachers: a validity study of the Perceptions of Success Inventory for Beginning Teachers
    Corbell, Kristen A.
    Osborne, Jason
    Reiman, Alan J.
    [J]. EDUCATIONAL RESEARCH AND EVALUATION, 2010, 16 (01) : 75 - 96
  • [33] TEACHERS AND THEIR EFFECTS ON STUDENTS
    FLANDERS, NA
    [J]. CONTEMPORARY PSYCHOLOGY, 1975, 20 (09): : 735 - 736
  • [34] ADHD Symptomatology and Perceived Stress Among French College Students
    Salla, Julie
    Galera, Cedric
    Guichard, Elie
    Tzourio, Christophe
    Michel, Gregory
    [J]. JOURNAL OF ATTENTION DISORDERS, 2019, 23 (14) : 1711 - 1718
  • [35] Understanding and supporting international students learning: Perspective of teachers
    Zhang, Hongzhi
    Wing, Philip
    Chan, Keung
    [J]. INTERNATIONAL EDUCATION JOURNAL-COMPARATIVE PERSPECTIVES, 2023, 22 (01): : 74 - 90
  • [36] Teachers' ability to assess students for teaching and supporting learning
    Hollenweger J.
    [J]. PROSPECTS, 2011, 41 (3) : 445 - 457
  • [37] Supporting teachers to negotiate uncertainty for science, students, and teaching
    Manz, Eve
    Suarez, Enrique
    [J]. SCIENCE EDUCATION, 2018, 102 (04) : 771 - 795
  • [38] Teachers' Adaptive Instruction Supporting Students' Literacy Learning
    Vaughn, Margaret
    Parsons, Seth A.
    Gallagher, Melissa A.
    Branen, Jeneille
    [J]. READING TEACHER, 2016, 69 (05): : 539 - 547
  • [39] A Commentary on Supporting Teachers in Addressing the Needs of Marginalized Students
    Foote, Mary Q.
    [J]. TOWARD EQUITY AND SOCIAL JUSTICE IN MATHEMATICS EDUCATION, 2018, : 327 - 329
  • [40] General Education Teachers and Students With ADHD: What Modifications Are Made?
    Nowacek, E. Jane
    Mamlin, Nancy
    [J]. PREVENTING SCHOOL FAILURE, 2007, 51 (03): : 28 - 35
12345