Teachers’ Unpreparedness to Accommodate Student Needs

Chu, Man-Wai; Craig, Heather; Yeworiew, Lake; Xu, Yue

doi:10.1177/0829573520916610

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…Moreover, both instructors and students who were mostly casual users of digital technology started to find more meaningful activities of digital education. Chu et al (2020) argued for more support and training for educators "to adequately address students' diverse needs" (p. 222). Their study revealed some core issues concerning the future of virtual learning options for Universities, the need for appropriate faculty support and training to cope with the inevitable changes for adopting modern pedagogical practices within an e-learning environment.…”

Section: Discussionmentioning

confidence: 99%

Considerations for University Pedagogy: Distance Learning One Year After the Covid-19 Pandemic Outbreak

Kedraka¹,

Kaltsidis

Ράικου³

et al. 2022

JETS

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Due to the recent outbreak of the COVID-19 pandemic, the institutions of higher education had to transform their educational function from face-to-face to e-learning. The purpose of this study is to examine the effects of e-learning and the consequent disruption of the traditional educational function in higher education in Greece with special reference to the views of undergraduates compared to those of their peers collected via the same method and tool one year earlier in two regional Greek Universities, the University of Patras and the Democritus University of Thrace. The present research was conducted in May 2021 in order to explore students’ views and feelings one year after the sudden and total transition to online teaching during the pandemic. The results suggest that students seem to prefer face-to-face courses, but they provide interesting aspects regarding e-teaching and learning -thus valuable guidelines for higher educational institutions in developing didactic approaches, to motivate students on their academic pathway, emphasizing the necessity of University Pedagogy.

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Section: Discussionmentioning

confidence: 99%

Considerations for University Pedagogy: Distance Learning One Year After the Covid-19 Pandemic Outbreak

Kedraka¹,

Kaltsidis

Ράικου³

et al. 2022

JETS

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“…It also suggests that recommendations for greater clarity and less jargon are a good starting point (Rahill, 2018), but that professional development for teachers is needed to truly access all content. Unfortunately, recent work with teachers from Alberta has reported that teachers feel a general lack of knowledge to support the needs of students with exceptionalities (Chu et al, 2020). Based on the current study, more training on psychological assessment would allow educators to gain a better understanding of how school psychologists arrive at their interpretations.…”

Section: Discussionmentioning

confidence: 99%

“…Some students used a proactive approach to extrapolate and plan based on previous experience, while others were less comfortable recruiting their professional knowledge. Previous research suggests better preparedness for working with students with exceptionalities from teachers who have training in inclusive education (Chu et al, 2020). Thus, it is likely that the current data represents the ideal scenario of what to expect from teacher candidates at this stage in their career.…”

Section: Discussionmentioning

confidence: 99%

Preservice teachers' impressions of psychoeducational reports

Friesen

King

Fenesi

2022

Psychology in the Schools

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The purpose of the current study was to investigate how preservice teachers perceived the utility of a psychological report for their practice (e.g., creating an individual education plan or a lesson plan). Teacher candidates, who were enrolled in an Inclusive Education course, used fictional psychological reports as the basis for course assignments and were then asked to rate and describe the utility of each report section. Participants reported that most sections of the report were very accessible, and that the recommendations section was the most useful for their teaching practice. Qualitative comments revealed that teacher candidates were employing a student‐focused lens and identifying information that would enable them to support students in their class. Implications are discussed with respect to how to close the knowledge gap between educators and school psychologists.

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“…(Bowe, 2019) Learning Disabilities. (Archambault et al, 2019; Chu et al, 2020; Gagnon & Cormier, 2019; Parker et al, 2020; Schroeder et al, 2020) Language . (Segal & Collin-Vézina, 2019) Social and emotional learning.…”

Section: Contentmentioning

confidence: 99%

“…Learning Disabilities. (Archambault et al, 2019; Chu et al, 2020; Gagnon & Cormier, 2019; Parker et al, 2020; Schroeder et al, 2020)…”

Section: Contentmentioning

confidence: 99%

Contributing to an Evidence-Based Practice in Canadian School Psychology

Shaw

2020

Canadian Journal of School Psychology

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The Canadian Journal of School Psychology has established itself as one of the leading scholarly journals in the profession of school psychology. In addition to promoting a Canada-wide version of professional school psychology, CJSP will continue to be an international leader for innovation and contributions to creating an evidence-based profession. CJSP will continue to publish the highest quality research and scholarship that contributes to the practice of school psychology, supports professionals working in schools and clinics, and presents new approaches to support the mental health, learning, and development of children and adolescents. The accomplishments and contents from 2020 are reviewed and a roadmap is described for the future of CJSP.

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Teachers’ Unpreparedness to Accommodate Student Needs

Cited by 6 publications

References 13 publications

Considerations for University Pedagogy: Distance Learning One Year After the Covid-19 Pandemic Outbreak

Considerations for University Pedagogy: Distance Learning One Year After the Covid-19 Pandemic Outbreak

Preservice teachers' impressions of psychoeducational reports

Contributing to an Evidence-Based Practice in Canadian School Psychology

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