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    • Volume 1, Issue 1: Spring 2012
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    • Volume 1, Issue 1: Spring 2012
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    The Relationship between Teacher Knowledge of Attention Deficit Hyperactivity Disorder Among Middle School Students in South Texas and Teacher Training and Experience

    /ursa/handle/10898/356
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    Abstract
    The researchers examined the knowledge middle school teachers in South Texas have in relation to ADHD. Explored were the relationships between teachers’ demographic characteristics such as levels of education, number of years teaching, and past attention deficit hyperactivity disorder training, and their knowledge of ADHD. The sample for this study involved five predominately Hispanic middle schools in South Texas during the 2008- 2009 school year. An examination of the findings indicated a non-significant correlation between the number of courses taken and the teachers’ knowledge score. Similarly, the number of years of teaching experience and the level of education attainment did not make a statistically significant difference in teacher knowledge of ADHD. Implications and recommendations are discussed.
    URI
    http://hdl.handle.net/10898/356
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    • Volume 1, Issue 1: Spring 2012
    Date
    2012-03-01
    Author
    Guerra, Fred R. Jr.
    Brown, Michelle S.
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