加强与有多动症症状学生的关系：关于教师观点的定性研究

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-11-01 DOI:10.1016/j.tate.2024.104820

Samantha Tavlin , Marsha Ariol , Gwendolyn M. Lawson

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引用次数: 0

摘要

本定性研究探讨了教师对有多动症症状的学生的师生关系（STR）的看法。我们对美国东北部一个大型城市学区的 17 名幼儿园至八年级教师进行了半结构式访谈。我们采用主题分析法，确定了与教师对与有多动症症状的学生建立师生关系的重要性的看法有关的关键主题，如认为师生关系有助于教师更好地满足学生的需求。我们还确定了与教师在日常工作中加强这些关系的策略有关的主题，例如他们促进与个别学生的联系和调整互动的具体方法。

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Strengthening relationships with students with ADHD symptomology: A qualitative study about teacher perspectives

This qualitative study explores teacher perspectives about student-teacher relationships (STRs) with students with ADHD symptomology. We conducted semi-structured interviews with 17 kindergarten through 8th grade teachers in a large urban school district in the northeast United States. We used thematic analysis to identify key themes related to teacher perspectives on the importance of STRs with students with ADHD symptomology, such as perceptions that STRs help teachers better meet student needs. We also identified themes related to strategies teachers use in their everyday practice to strengthen these relationships, such as specific ways they foster connections and tailor interactions with individual students.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.