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Lee, Frances Lai Mui; Tracey, Danielle; Barker, Katrina; Fan, Jesmond C. M.; Yeung, Alexander Seeshing – Australian Journal of Educational & Developmental Psychology, 2014
Despite attempts of educators and policy makers in promoting inclusive education through training and provision of extra resources, it remains unclear what is the most influential factor that may reduce teachers' resistance to and increase their advocacy of inclusive education. Teachers who have been trained in special education are usually…
Descriptors: Inclusion, Teacher Attitudes, Attitudes toward Disabilities, Special Education Teachers
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Duncombe, Melissa E.; Havighurst, Sophie S.; Holland, Kerry A.; Frankling, Emma J. – Australian Journal of Educational & Developmental Psychology, 2012
This study examined the psychometric properties of the Conduct Problems Risk Screen (CPRS), a seven-item screen derived from DSM-IV-TR criteria that can be completed by parents or teachers. The sample consisted of 4,752 Australian five- to nine-year-old primary school children. The results showed the parent and teacher screens had very good…
Descriptors: Measures (Individuals), Foreign Countries, Psychometrics, Elementary School Students
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Roberts, Rachel M.; Moar, Kathy; Scott, Rhys – Australian Journal of Educational & Developmental Psychology, 2011
There has been almost no investigation of reports produced by interdisciplinary teams. Feedback was obtained from 30 teachers regarding a typical (but fictional) report written by the Children's Assessment Team at Flinders Medical Centre. Quantitative and thematic analysis revealed that the same features that contribute to the effectiveness of a…
Descriptors: Feedback (Response), Research Reports, Foreign Countries, Primary Education
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Headley, Clea J.; Campbell, Marilyn A. – Australian Journal of Educational & Developmental Psychology, 2011
This study investigated the ability of primary school teachers to recognise and refer children with anxiety symptoms. Two hundred and ninety-nine primary school teachers completed a questionnaire exploring their recognition and referral responses to five hypothetical vignettes that described boys and girls with varying severity of anxiety…
Descriptors: Anxiety Disorders, Teachers, Referral, Anxiety
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Rizzo, Patrizia; Steinhausen, Hans-Christoph; Drechsler, Renate – Australian Journal of Educational & Developmental Psychology, 2010
Insufficient self-regulation and reduced awareness of self-regulatory skills have been discussed as possible explanations for academic difficulties. However, instruments for assessing metacognitive knowledge of self-regulation in young school children have been lacking so far and it has been questioned whether younger school children are able to…
Descriptors: Student Attitudes, Rating Scales, Children, Factor Analysis
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Burnett, Paul C.; Mandel, Valerie – Australian Journal of Educational & Developmental Psychology, 2010
This small scale qualitative study investigated teachers' and students' perceptions of praise and feedback in the classroom using structured interviews and classroom observation. A case study approach was used whereby students and teachers from one school participated. Some 56 students and five teachers were interviewed individually or in small…
Descriptors: Feedback (Response), Student Attitudes, Observation, Interviews
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Chua, Siew Lian; Wong, Angela F. L.; Chen, Der-Thanq – Australian Journal of Educational & Developmental Psychology, 2009
Associations between the nature of Chinese Language Classroom Environments and Singapore secondary school students' motivation to learn the Chinese Language were investigated. A sample of 1,460 secondary three (grade 9) students from 50 express stream (above average academic ability) classes in Singapore government secondary schools was involved…
Descriptors: Learning Motivation, Multiple Regression Analysis, Foreign Countries, Grade 9
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Brown, Gavin T. L.; Lake, Robert; Matters, Gabrielle – Australian Journal of Educational & Developmental Psychology, 2008
Background: Two major conceptions of learning exist: reproducing new material and transforming material to make meaning. Teachers' understandings of what learning is probably influence their teaching practices and student academic performance. Aims: To validate a short scale derived from Tait, Entwistle, & McCune's (1998) ASSIST inventory and…
Descriptors: Rating Scales, Factor Analysis, Foreign Countries, Psychometrics
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Giallo, Rebecca; Hayes, Louise – Australian Journal of Educational & Developmental Psychology, 2007
A teacher professional development program using applied behavioural techniques was delivered to primary school teachers. Teachers (N = 78) rated the program highly and reported improved knowledge and skills in managing disruptive student behaviour. Objective measures of teacher (n = 32) pre- and post-workshop data revealed significant changes in…
Descriptors: Statistical Significance, Teachers, Faculty Development, Professional Development
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Herrera, Maite; Little, Emma – Australian Journal of Educational & Developmental Psychology, 2005
The current study examined the extent to which kindergarten children display behaviour problems in the clinical range at both home and kindergarten. Differences and similarities between parents' and teachers' responses to misbehaviour were also assessed. The co-occurrence of problems at home and kindergarten was assessed using the Preschool and…
Descriptors: Behavior Problems, Early Intervention, Kindergarten, Clinics
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Arbuckle, Christie; Little, Emma – Australian Journal of Educational & Developmental Psychology, 2004
A survey of 96 Australian primary and secondary school teachers was carried out based on a stratified random sample. The study aimed to determine Middle Years teachers' perceptions and management of disruptive classroom behaviour. Variables such as gender, teacher confidence and experience, supports, specific disruptive student behaviours, and…
Descriptors: Classroom Techniques, Discipline, Secondary School Teachers, Elementary School Teachers