Elementary preservice teachers' attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children

Deng, Qizhen; Trainin, Guy; Rudasill, Kathleen Moritz; Kalutskaya, Irina; Wessels, Stephanie; Torquati, Julia C.; Coplan, Robert J.

doi:10.1016/j.lindif.2017.04.007

Cited by 28 publications

(20 citation statements)

References 75 publications

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“…The teachers were thus responding to their interpretations of the demands implied by the shy children and were acknowledging that shy students had psychosocial needs. This emphasis on attending to the psychosocial needs of shy children with appropriate support is found in other studies (Bosacki, Rose-Krasnor, and Coplan 2014;Coplan et al 2011;Deng et al 2017;Thijs, Koomen, and Van der Leij 2006). The teachers in the present study aimed at creating inclusive classrooms and were acknowledging that inclusion can comprise several dimensions (Nilsen 2018) including responding to psychosocial dimensions of students' engagement.…”

Section: Discussionmentioning

confidence: 55%

“…In comparison with average or typical children, there was greater likelihood of using social learning strategies (verbal encouragement and praise, concrete reinforcement and modelling behaviour) and peer-focused strategies such as involving classmates and encouraging joint activities outside the classroom. In another study based on vignettes and hypothetical students, Deng et al (2017) included social learning strategies items in a broader study of pre-service elementary school teachers. Items referred to promotion of social skills; involving a classmate in problem solving; praising the student for appropriate behaviours; encouraging the student to join activities.…”

Section: Shynessmentioning

confidence: 99%

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Teachers’ strategies for enhancing shy children's engagement in oral activities: necessary, but insufficient?

Nyborg

Mjelve

Edwards

et al. 2020

International Journal of Inclusive Education

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Shy children can present challenges for teachers aiming at inclusive classrooms. Their educational attainments can be lower than their peers, they may have difficulties in adjustment to school and they can be at risk of meeting clinical criteria for social anxiety disorder. One recurrent finding is that they are often quiet across a range of school situations. The study reported here focused on teachers' strategies to engage shy students in frequently occurring oral activities, such as group work, in elementary school classrooms. Data were gathered through post-observation stimulated-recall interviews with eight teachers who had experience of success with shy students and three focus groups with 11 similarly experienced teachers. The analysis examined teachers' actions with these children to enhance their visible engagement in activities that require oral participation. The findings suggest that although teachers attended to the psychosocial aspects of student engagement, there was little emphasis on the pedagogic purposes of oral activities with these children. We conclude that more attention should be paid to the academic aspects of oral activities when aiming at inclusion for shy children.

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Section: Discussionmentioning

confidence: 55%

Section: Shynessmentioning

confidence: 99%

Teachers’ strategies for enhancing shy children's engagement in oral activities: necessary, but insufficient?

Nyborg

Mjelve

Edwards

et al. 2020

International Journal of Inclusive Education

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show abstract

“…It is well established that teachers’ judgments of children's skills and abilities play a significant role in educational practice (Hecht & Greenfield, ; Hoge & Coladarci, ; Südkamp, Kaiser, & Möller, ). Teachers often use these judgments to select teaching strategies and determine which lessons to teach and at what level of difficulty (Borko, Livingston, & Shavelson, ; Clark & Peterson, ; Deng et al., ; Shavelson & Stern, ). These judgments also play a role in referring children to special programs (Cooc, ; Elhoweris, ; Gerber & Semmel, ; Gresham, MacMillan, & Bocian, ) and can influence student motivation and self‐perception (Black & Wiliam, ; Brookhart, ).…”

Section: Introductionmentioning

confidence: 99%

The accuracy of teachers' judgments for assessing young children's emerging literacy and math skills

Kowalski

Brown

Pretti‐Frontczak³

et al. 2018

Psychology in the Schools

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Because of developmental constraints on the types of assessment that can be used with young children, teachers' judgments of students' skills and abilities are a particularly important source of information in early education. The present study investigates the accuracy of these judgments by examining agreement between Prekindergarten teachers' (n = 66) judgments of children's (n = 122) emerging math and literacy skills made with teacher rating scales and children's performance on a researcher-administered demand performance assessment. Average agreement between measures was 71% for language and literacy items and 66% for math items. When disagreements occurred for language and literacy skills, they were more likely a result of teachers reporting that children had fewer skills than indicated by the demand performance assessment, rather than more. For math, teachers were equally likely to report either fewer or more math skills than indicated by the performance measure. Teachers' over-and underestimations of children's skills were related to their ratings of the children's social-emotional functioning and the type of skills being assessed. Children's gender and race were not related to teacher accuracy; neither were teacher education or years of experience.

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“…In comparison with average or typical children, there was greater likelihood of using social learning strategies (verbal encouragement and praise, concrete reinforcement and modelling behaviour) and peer-focused strategies such as involving classmates and encouraging joint activities outside the classroom. In another study based on vignettes and hypothetical cases, Deng et al (2017) included items referring to social learning strategies in a study involving preservice elementary school teachers. Items referred to the promotion of social skills, involving a classmate in problem solving, praising the student for appropriate behaviours and encouraging the student to join activities.…”

Section: What Psychological Research Tells Us About Shyness and Schoomentioning

confidence: 99%

“…In another study based on vignettes and hypothetical cases, Deng et al . () included items referring to social learning strategies in a study involving preservice elementary school teachers. Items referred to the promotion of social skills, involving a classmate in problem solving, praising the student for appropriate behaviours and encouraging the student to join activities.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ understandings of shyness: Psychosocial differentiation for student inclusion

Mjelve

Nyborg

Edwards

et al. 2019

British Educational Res J

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Shyness is not a recognised special educational need, yet studies reveal that shy children underperform academically and present psychosocial vulnerabilities. We present a Norwegian study of elementary school teachers who have experience in working with shy children. Framed by a cultural–historical understanding that concepts are tools employed by teachers as they work on problems of practice, the study examined (i) how shyness is a concept allowing teachers to interpret behaviours of children and (ii) why they employ the concept and what demands were being addressed. Data were gathered through post‐observation stimulated recall interviews with 8 teachers and three focus group sessions with 11 teachers. Seeing shyness as a tool for identifying the demands made by children regarded as shy, revealed sets of child behaviours which required two distinct forms of differentiation: (i) augmenting cognitive support with psychosocial feedback to help the child overcome the behaviours impeding their engagement as active learners and (ii) making extra efforts when eliciting children's understandings in order to give formative feedback and support progress through pedagogic sequences. By identifying the behaviours underpinning broad descriptions of shyness, such as anxiety, the analyses show that teachers employ shyness as an overarching concept which reveals psychosocial demands that may not be entirely addressed by the repertoires of responses available to them.

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Elementary preservice teachers' attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children

Cited by 28 publications

References 75 publications

Teachers’ strategies for enhancing shy children's engagement in oral activities: necessary, but insufficient?

Teachers’ strategies for enhancing shy children's engagement in oral activities: necessary, but insufficient?

The accuracy of teachers' judgments for assessing young children's emerging literacy and math skills

Teachers’ understandings of shyness: Psychosocial differentiation for student inclusion

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