Dissertation/Thesis Abstract

Understanding gender differences in teachers' level of insight as it relates to ADHD
by Barnett, Jeremiah, Ph.D., Capella University, 2017, 66; 10257509
Abstract (Summary)

The research objective is to assess the possible gender differences in teachers, as it pertains to working with children and adolescents diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study will hopefully ensure that the literature on ADHD and its effectiveness is evaluated in context with improvement of learning strategies. The study will refine and improve existing theory on effective ways of teaching children with ADHD by comparing effectiveness of teacher awareness on ADHD and reducing teacher frustration levels. The research explored the questions: 1. Is there a correlation between teachers’ gender and knowledge of ADHD? 2. Is there a correlation between teachers’ ethnicity and knowledge of ADHD? In order to get answers to the research questions, a quantitative, correlational research design will be used. Teachers were recruited 60 (30 men and 30 women) Kindergarten through 12th grade through a sample of convenience in the Southern State County district. The data analysis consists of the researcher who will only handle the collected data in order to ensure that it is not tampered with. Raw data was organized in an accurate and consistent manner in order to provide basis for inferences and conclusions. The result of the data analysis demonstrated the correlation between the teachers’ gender and knowledge of ADHD. Further, the analysis portrayed the possible impact of teacher training on ADHD and the results of how teachers’ strategies affect ADHD classroom management.

Indexing (document details)
Advisor: Seward, Ja'net M.
School: Capella University
Department: Harold Abel School of Social and Behavioral Sciences
School Location: United States -- Minnesota
Source: DAI-A 78/08(E), Dissertation Abstracts International
Subjects: Educational psychology
Keywords: ADHD, Insight, Teachers
Publication Number: 10257509
ISBN: 9781369618020
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