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dc.contributor.authorGuerra, Fred R. Jr.
dc.contributor.authorBrown, Michelle S.
dc.date.accessioned2012-03-01T19:16:33Z
dc.date.available2012-03-01T19:16:33Z
dc.date.issued2012-03-01
dc.identifier.urihttp://hdl.handle.net/10898/356
dc.description.abstractThe 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.en_US
dc.format.extent23en_US
dc.titleThe Relationship between Teacher Knowledge of Attention Deficit Hyperactivity Disorder Among Middle School Students in South Texas and Teacher Training and Experienceen_US


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