Relevant bibliographies by topics / Elementary school teachers Rating of Victoria

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Academic literature on the topic 'Elementary school teachers Rating of Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Elementary school teachers Rating of Victoria"

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García-Pérez, Noé Manuel, and Victoria Eugenia Gutiérrez-Marfileño. "Social and Emotional Competencies of Elementary School Teachers in México." International Journal of Education 14, no. 2 (June 20, 2022): 68. http://dx.doi.org/10.5296/ije.v14i2.19697.

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Over the last few decades, interest in investigating teachers´ socio-emotional well-being has had considerable growth. There is strong evidence that demonstrates that the implementation of programs aimed at these purposes positively impacts teachers (educators) in different aspects, for example, in coping responses, life satisfaction, or work engagement. Despite what research suggests, there is a necessity for more rigorous studies that indicate the level of development of these competencies in teachers (school staff) and possible factors that influence their achievement. This study aimed to analyze the social and emotional competencies of a sample of 378 elementary school teachers from Zacatecas, Mexico, as well as to observe the mediating effect that some socio-demographic variables have in that process. Teachers completed the Cuestionario de Competencias Socioemocionales (CCSE), a self-report measure that showed a high teacher rating in the socio-emotional dimension of self-awareness, and a lower teacher rating in the socio-emotional dimensions of autonomy and empathy compared to selfawareness, self-regulation, and collaboration. In addition to that, the results of this study showed that variables such as years as an in-service teacher, experience in the implementations of social and emotional learning programs, and training background in the area altogether had a significant impact on the competencies development. These findings are considered to be relevant for the design of future interventions for both pre-service and in-service teachers.
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Marmoah, Sri, and Markus Sujarwo. "Hubungan Kualitas Kehidupan Kerja Dengan Keterampilan Mengelola Kelas Guru Sekolah Dasar." JTP - Jurnal Teknologi Pendidikan 21, no. 2 (August 31, 2019): 135–49. http://dx.doi.org/10.21009/jtp.v21i2.11429.

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Quality of work-life is the employees’ feeling or perception of being comfortable with their work. The objective of the present study was to determine the quality of work-life, classroom management skill, and the relationship between the quality of work-life and classroom management skill to elementary school teachers. This study uses a quantitative-correlational approach. The research subjects were 29 teachers from Pambudi Luhur elementary school in Surakarta, consisting of 14 female and 15 male teachers. Data collection in this study used a rating scale. Data analysis using product moment formula with the SPSS version 12 for Windows. The resultsof the research show that there is a significant relationship (0.531) between the quality of work-life and classroom management skill of the elementary school teachers. This means that the higher the quality of work-life of the teacher's, the better skill of managing the classroom.
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Ritonga, Doris Apriani, Suryadi Damanik, Saipul Ambri Damanik, Suprayitno Suprayitno, and Galih Priyambada. "Development of Learning Variations to Improve Basic Jumping Skills and Play Approaches of Elementary School Students." International Journal of Education in Mathematics, Science and Technology 10, no. 2 (March 5, 2022): 360–71. http://dx.doi.org/10.46328/ijemst.2246.

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From the class of 2018 to 2020, researchers found several weaknesses faced by physical education (PE) teachers in elementary schools in developing active learning. One of the very basic weaknesses is the low creativity and innovation of teachers in developing basic movement skills and character values with a play approach, and in this case, playing is made in the form of games that suit the needs of students. Teachers tend to use existing forms of play such as baseball, soccer, volleyball, and basketball, even though these games are not compatible with elementary school children's growth and development level. The purpose of research and development of learning variations of PE in sports and health based on a play approach is expected to develop basic movement abilities and character values of elementary school students. The research method used is Borg and Gall's research and development. The subjects of this study were 4th-grade elementary school students and four teachers at UPT Percut Sei Tuan. The research instrument uses a rating scale so that the variation of PE learning based on the play approach is suitable for improving elementary school students' basic techniques and character values .
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McKeithan, Glennda K., Douglas Cullinan, Malinda L. Pennington, and David S. Conroy. "Obstacles to Success of Students with Autism Spectrum Disorder in General Education Settings." Journal of Education and Training Studies 8, no. 11 (October 11, 2020): 22. http://dx.doi.org/10.11114/jets.v8i11.5039.

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The purpose of this study was to survey teacher opinions of 14 potential obstacles to teaching in general education classes attended by students with autism spectrum disorder (ASD). The anonymous participant responses were received from 16 elementary school teachers, 60 middle school teachers, and 131 high school teachers. Participants completed a questionnaire in which they rated 14 items. Rating data were uploaded to STATA data analysis software. The Kruskal-Wallis (K-W) statistic was used to analyze and interpret the data. Results identified items that significantly discriminated among teachers of the three grade levels and show a difference in the perceptions of teachers at different grade levels for some obstacles. Teachers at the elementary school level generally perceived greater obstacles than teachers at the middle school level, who perceived greater obstacles than those at the high school level. The results can be considered by educators and service providers when identifying professional development topics and resources to assist educators and service providers in the provision of instruction to maximize the potential for academic and social success for students with ASD in general education settings.
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Winter, Paul A., Donna H. McCabe, and Rose Mary Newton. "Principal Selection Decisions Made by Teachers: The Influence of Work Values, Principal Job Attributes, and School Level." Journal of School Leadership 8, no. 3 (May 1998): 251–79. http://dx.doi.org/10.1177/105268469800800302.

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The purpose of this study was to investigate principal selection decisions made by teachers ( N = 169) serving on school councils. Analysis involved a between-within split-plot factorial design. The dependent variable was teacher rating of a principal candidate. The between-groups factors were teacher-dominant work value and school level. The within-groups factors were principal-dominant work value and principal job attributes. Teachers preferred candidates with whom they shared a dominant work value. Elementary and middle school teachers preferred candidates oriented toward instructional leadership. High school teachers preferred candidates oriented toward management. Findings suggest teachers participating in principal selection decisions may need training in personnel selection practices.
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Plata-Ramíez, José Miguel. "Moving Towards Legitimate Participation. A Venezuelan Girl Learning English in an Iowa City Elementary School." Revista Electrónica Educare 21, no. 3 (August 5, 2017): 1. http://dx.doi.org/10.15359/ree.21-3.1.

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This qualitative case study seeks to understand and describe, in depth, the different learning processes in which a nine-year old, Venezuelan girl (Victoria) engaged to reaffirm her identity as a language learner and become a legitimate member of a community of practice during the first six months in an Iowa City Elementary School. Data collection included observations in class and at home, field notes, interviews, oral and written artifacts and e-mails. Analysis was made through a constant comparison of the data to reflect on the potential categorizations of the artifacts considering mainly two theoretical constructs: “legitimate peripheral participation” (Lave & Wenger, 1991) and “collaborative relations of power” (Cummins, 1996). Results suggest that students engage more actively in activities, which are designed to construct meaning through social participation. Legitimate participation in school activities helped Victoria improve her English language ability and reaffirm her identity. The speed with which she learned English at school is mainly due to the solid community of practice she had the fortune to participate in and Mrs. Brown’s mediation. The more she interacted, the better she performed; and the better she performed, the more she interacted. This research offers alternative ways to understand Victoria’s experience as a language learner, the complexity of a second language learning process, and the fundamental role teachers need to perform to mediate in the students’ learning to reaffirm their identities. This study represents an exemplary reflection of what we, as classroom teachers, SL/foreign language teachers, should do in our classrooms if we really want to offer students real opportunities to learn the language and help them reaffirm their identity as language learners.
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Oga-Baldwin, W. L. Quint, and Yoshiyuki Nakata. "How teachers promote young language learners’ engagement." Language Teaching for Young Learners 2, no. 1 (March 2, 2020): 101–30. http://dx.doi.org/10.1075/ltyl.19009.oga.

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Abstract Teachers of young learners often seek guidance on how best to engage and motivate their students. In this study, we aimed to document engaging teacher practices in the context of foreign language classes in Japanese elementary schools. We surveyed 16 public elementary school foreign language classes in western Japan using quantitative (questionnaire; external rating) and qualitative (naturalistic observation) tools grounded in self-determination theory. Classes were sorted into three groups of high, middle, and low teacher support based on student surveys, and observed for practices that influenced student engagement in each tercile. Results indicate that students are most responsive in classrooms involving teacher warmth and strictness, homeroom teacher involvement, appropriate pacing, instructional clarity, and a balance of activities. We offer descriptions of how these practices were employed, with implications for classroom practice and teacher training.
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Dukes, Melinda, and Richard A. Saudargas. "Teacher Evaluation Bias toward LD Children-Attenuating Effects of the Classroom Ecology." Learning Disability Quarterly 12, no. 2 (May 1989): 126–32. http://dx.doi.org/10.2307/1510728.

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The present study investigated whether classroom context cues in videotapes showing a nonhandicapped and an LD expectancy would attenuate teacher evaluation bias. Participants were 80 elementary-school teachers who were randomly divided between a nonhandicapped and an LD expectancy. The teachers completed a rating scale on a child's behavior before and after viewing a videotape of children engaged in individual seatwork or group instruction. Results showed that at pretest the teachers' ratings differed according to the assigned label. After viewing the videotape, the teachers rated the two expectancy groups as not differing significantly. However, the teachers rated the child's behavior during group instruction as less appropriate concurring with the child's actual behavior. The findings suggest that teachers hold initial biases about the behavior of LD and normal children, but take into account the classroom context when rating actual behavior.
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Faizah, Hanim, Eko Sugandi, and Wahyu Susiloningsih. "Development of Mathematics Digital Creative (Magic) Book for Elementary School." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 5, no. 1 (March 2, 2022): 95. http://dx.doi.org/10.33578/jtlee.v5i1.7911.

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The digitalization of education is a logical consequence of changing times. No one could have predicted that technology would be adopted so quickly by industry and society. The Covid-19 pandemic has cause students, teachers and schools to carry out teaching and learning activities by relying on digital technology. The use of e-book is becoming a trend because it is more environmentally friendly and more economical. The purpose of this research is to develop a 4C-oriented Mathematics Digital Creative (Magic) Book for elementary school students to determine the development process, feasibility, and effectiveness of its use. The results of the research show that the users gave a positive rating for the MAGIC Book. The use of digital modules provides benefits in learning, especially in online learning.
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Donfrancesco, R., A. Marano, D. Calderoni, D. Mugnaini, F. Thomas, M. Di Trani, M. Innocenzi, and B. Vitiello. "Prevalence of severe ADHD: an epidemiological study in the Italian regions of Tuscany and Latium." Epidemiology and Psychiatric Sciences 24, no. 6 (September 15, 2014): 525–33. http://dx.doi.org/10.1017/s2045796014000523.

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Background.The rate with which attention deficit/hyperactivity disorder (ADHD) is diagnosed varies widely across countries, suggesting that cultural factors influence the clinical interpretation of child behaviour. This study estimated the point prevalence of severe ADHD among elementary and middle-school Italian children.Method.An epidemiological sample of 2016 children attending 2nd–8th grade in the Italian regions of Tuscany and Latium was selected based on census distribution of the school-age population. Teachers completed the Italian version of the ADHD Rating Scale for Teachers (SDAI). For children with at least six inattention symptoms and/or at least six hyperactivity/impulsivity symptoms rated ‘very often’ by the teachers, the parents completed the Italian ADHD Rating Scale for Parents (SDAG). Children with documented ADHD symptoms at both school and home received a complete psychiatric interview with the Kiddie Schedule for Affective Disorders and Schizophrenia-present and lifetime version (K-SADS-PL).Results.Of the 1887 assessed children, 4.45% (95% CI 3.58–5.51) met the ADHD cut-off on teacher ratings, 1.43% (0.96–2.12) had ADHD symptoms endorsed by both teacher and parent, and 1.32% (0.87–1.97) were further confirmed by the psychiatric evaluation. The male:female ratio was 7:1. The inattentive type accounted for about half of the ADHD cases.Conclusions.When applying stringent criteria for both severity and pervasiveness of symptoms, it is estimated that about 1.3% of the Italian elementary and middle-school children suffer from severe ADHD.
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Dissertations / Theses on the topic "Elementary school teachers Rating of Victoria"

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Chan, Kam-wing, and 陳錦榮. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195845X.

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Ngai, Siu-ting, and 魏少婷. "A case study of peer observation among primary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35522720.

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Davies, Gareth Thomas. "Perceptions of methods of teacher appraisal amongst expatriate teachers in Hong Kong English schools foundation primary schools." Thesis, Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036466.

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Garrick, Marcia Gregor. "Elementary Teachers' Perceptions of Their Instructional Styles in the Teaching of Conflict Resolution." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/1132.

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In order to assess current practices in the teaching of conflict resolution, this study examined (through survey methods) the perceptions of teachers in three Oregon school districts of similar size regarding the techniques they use to teach conflict resolution skills to their students, teachers' perceptions of the frequency of the use of those techniques, and teachers' perceptions of the effectiveness of those techniques. This study also compared the responses of teachers in school districts which provided teachers with staff development for the teaching of conflict resolution with the responses of those teachers from districts without that staff development. In addition, the survey examined the impact of cooperative learning on the teaching of conflict resolution. Data were reported in terms of frequency distribution, Spearman Correlation analysis, Chi Square, and Phi Correlations. The results indicate that elementary teachers use a wide variety of techniques to teach students how to get along with one another. Although they favor certain techniques, they do not use one technique to the exclusion of another. The hypothesis that demographic criteria may be linked to teachers' responses to the use of certain techniques was also rejected. Comparisons between responses of teachers from districts which supplied staff development for the teaching of conflict resolution and responses from teachers from districts which did not do so are inconclusive. Possible reasons may stem from different but, perhaps, equally enriching programs for the teaching of conflict resolution. Cooperative Learning is not primarily used as a method to teach conflict resolution. Those who use it, however, indicated that they saw increased conflict resolution skills as a by-product of that teaching method. The data gleaned in this survey would indicate that the following be considered when implementing a program for the teaching of conflict resolution: Conflict is a natural state which accompanies change and can act as a constructive force. Conflict in the classroom can provide a creative tension which helps to inspire problem-solving. Well-handled conflict can have benefits for increasing student motivation and may result in higher achievement and greater understanding of the subject. Conflict itself may prove to be an effective component of specific lessons. One apparent advantage to teaching appropriate use of conflict resolution is that if students know from their own experience that social relations need not be adversarial and that they can share power without losing influence, children may be better prepared to grow as global citizens.
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Friedman, Paul Travis. "Elementary school principals' perceptions of teacher evaluation practices." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/675.

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The purpose of this study was to examine the perceptions,)[ elementary school principals of teacher evaluation practices in the Los Angeles Unified School District. Specifically, the current study was guided by the following research questions: 1) What are the perceptions of elementary public school principals regarding the effectiveness of teacher evaluation in public elementary schools? and 2) To what extent do elementary school principals' perceptions of the effectiveness of teacher evaluation vary by selected demographic variables (e.g. socio-economic status (SES), Academic Performance Index (API) score, student ethnicity makeup, and size of school)? The collective bargaining agreement for the school district was reviewed and the perceptions of the different principals regarding teacher evaluation practices as well as their specific evaluation procedures at the site level were compared. Results revealed that the collective bargaining agreement did not place serious limitations on evaluation practices. Results of this study also demonstrated that elementary school principals indicated overwhelmingly that teacher evaluation needed to be improved to be more comprehensive, including more informal observations and feedback to be taken into account during the evaluation!on process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. Results further indicated that time constraints and other factors limited the ability of principals to provide meaningful feedback to teachers. The results of this survey reflect a desire on the part of elementary school principals to see the teacher evaluation process changed to become more effective. This change in the teacher evaluation process will help principals make a difference for everyone- principals, teachers, and students alike.
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Cavedon, Carolina Christmann. "The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2075.

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With the new goal of K-12 education being to prepare students to be college and career ready at the end of high school, education needs to start changing at the elementary school level. The literature suggests that teachers need reflective professional development (PD) to effectively teach to the new standards and to demonstrate change to their current instructional practices. This mixed-method multiple-case study investigated the impacts of a reflective professional development (PD) in changing elementary school teachers' instructional practices. Teachers Instructional Portfolios (TIPs) were scored with a TIP rubric based on best practices in teaching mathematics problem-solving and science inquiry. The TIPs were also analyzed with a qualitative coding scheme. Case descriptions were written and all the collected data were used to explain the impacts of the reflective PD on changes in teachers' instructional practices. While we found no predictive patterns in relation to teachers changing their classroom practices based on the reflective PD, we claim that teachers' desire to change might contribute to improvements in instruction. We also observed that teachers' self-assessment scores tend to be higher than the actual TIP scores corroborating with the literature on the usage of self-assessment to evaluate teachers' instructional practices.
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Chan, Lai-chu, and 陳麗珠. "The perspectives of the stakeholders on teacher appraisal: case study of a critical incident." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962221.

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Huarng, Yih-Yuung. "Analysis of Relationships Between Selected Requirements for Admission to Elementary Teacher Education and Teaching Performance." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331280/.

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The problem of this study is concerned with the relationships between selected requirements for admission to elementary teacher education and teaching performance. The purposes of this study were (1) to investigate the relationships between teaching performance, as evaluated by a principal, and five selected admission criteria (the GPA at the time of admittance to teacher education; achievement test scores in reading, language, mathematics; and instructor appraisal of the student during the first education course); (2) to determine whether or not the five selected admission criteria used singly, or in some combination, predict success in teaching performance.
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Hall, Kathryn Cowart. "The Effects of Individualized Test Coaching on Teacher Certification Test Scores." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9096/.

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While student populations are growing, the gatekeeping devices of teacher certification examinations prevent many who want and are trained to teach from entering the profession. If failing these exams predicted failure to teach well, blocking students who do not pass certification exams from entering the profession might be a well-reasoned policy. However, many studies indicate that there is little correlation between certification test scores and quality of teaching. The present study investigated the effectiveness of a program to improve the scores of Texas elementary preservice teachers on a required certification exam. The program consisted of one-on-one coaching of preservice teachers upon the completion of coursework and prior to their taking the state's certification exam. Subjects' scores on a representative form of the certification test were used as pre-treatment measures. The content of the treatment program was individualized for each subject and determined by the specific items missed by each subject on the representative form. The post-treatment measure was the subject's score on the certification exam. Scores on the representative form and on the certification examination were compared to determine if there were significant differences between scores of preservice teachers who had been coached and those who were not coached. Since subjects voluntarily enrolled in the treatment, initial differences between coached and uncoached groups were controlled through analysis of covariance and pairwise matching. Descriptive statistics, t-tests for dependent samples, repeated measures analysis of variance, and univariate analyses of variance and covariance all indicated that there were statistically significant differences between the scores on the certification test of coached and uncoached students. Coached students showed greater improvement in scores than uncoached, with Hispanic subjects showing greater improvement than Caucasian subjects. Analyses that examined the differences between the coached and uncoached subjects on the domain and competency scores that make up the raw scores failed to indicate the sources of the differences in raw scores.
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Siamoo, Peter N. "Developing the Instructional Leadership Skills of High School Principals in Tanzania: A Problem-Based Learning Approach." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/984.

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Underachievement among secondary students in Tanzania is tragic: the failure rate on the national exams after the fourth year is between 65 to 100 percent (Mushi, 2011). The literature affirms that student learning is primarily improved by enhancing quality classroom instruction while the second most impactful strategy is consistent school leadership to ensure that effective practices are utilized in the classroom (Blase & Blase, 2004; Chenoweth & Everhart, 2002; Fink & Markholt, 2011; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Leithwood, Harris, & Strauss, 2010; Marzano, Waters, & McNulty, 2005). Despite the research, the researcher's pilot study revealed that there is currently little or no oversight of classroom instruction in most Tanzanian secondary schools. This paradox yielded two research questions: 1. Can Tanzanian schools leaders improve the quality of classroom instruction in order to enhance student learning and performance by employing systematic, fair, and culturally relevant teacher evaluation techniques? 2. Are the teacher evaluation tools developed for American school systems suitable to serve the Tanzanian school system or must they be adapted into the Tanzanian cultural context? Using a Problem-Based Learning [PBL] method, the researcher field-tested and refined The Curriculum for Training Secondary School Leaders, and a workshop in which it was taught. The workshop and its curriculum provided instruction in Evaluation and Supervision of Classroom Instruction (ESCI) to Tanzanian Head Masters and Mistresses (HMs), or as commonly referred to as principals in America, in an effort to develop their pedagogical leadership skills. During the workshop, HMs refined the American-designed evaluation tools to make them culturally relevant to a Tanzanian context. After attending the six-day intensive ESCI workshop, participants indicated in surveys that they felt capable of providing support and coaching to their teachers and capable of assisting teachers in their efforts to improve their pedagogical skills. The researcher provided additional workshops for teachers and HMs at their school sites to support educators in the implementation of ESCI. Qualitative research demonstrated teachers also had favorable post-workshop reactions to ESCI. Though the implementation of the product and training will be further assessed in 2014, the initial qualitative results from post-workshop surveys strongly confirmed that HMs developed confidence, skill, and competence in employing ESCI, thus increasing the likelihood that HMs would employ ESCI in their own schools in the year to come.
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Books on the topic "Elementary school teachers Rating of Victoria"

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Jason, Millman, and Darling-Hammond Linda 1951-, eds. The New handbook of teacher evaluation: Assessing elementary and secondary school teachers. Newbury Park, Calif: Sage Publications, 1990.

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Desta, Erkyhun. Primary school teachers' academic and professional performance. [Addis Ababa]: Curriculum Evaluation and Educational Research Division, Insitute for Curriculum Development and Research, 1991.

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Okunola, P. O. An evaluation of NCE sandwich teachers' performance in Ogun State primary schools. Ibadan: Nigerian Institute of Social and Economic Research, 1996.

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Christopher, Day. Appraisal and professional development in the primary school. Milton Keynes [England]: Open University Press, 1987.

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The teacher's craft: A study of teaching in the primary school. Edinburgh: Scottish Council for Research in Education, 1985.

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Sarah, Tann C., ed. Reflective teaching in the primary school: A handbook for the classroom. 2nd ed. London: Cassell, 1993.

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Reflective teaching in the primary school: A handbook for the classroom. 3rd ed. London: Cassell, 1997.

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Chivore, B. S. R. The effectiveness of the primary school teacher in Zimbabwe. Gweru, Zimbabwe: Mambo Press, 1994.

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Cassandra, Rowand, Farris Elizabeth, Carpenter Judith M, United States. Office of Educational Research and Improvement., and National Center for Education Statistics., eds. Public elementary teachers' views on teacher performance evaluations. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1994.

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Allington, Richard L. What do we know about effective fourth-grade teachers and their classrooms? Albany, NY: National Research Center on English Learning & Achievement, University at Albany, State University of New York, 2000.

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Book chapters on the topic "Elementary school teachers Rating of Victoria"

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Carrington-Blaides, Elna, and Amanda Seunarine Ramoutar. "Prevalence Estimates of Behavior Problems in Primary Schools in Trinidad and Tobago." In Advances in Educational Marketing, Administration, and Leadership, 151–73. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1700-9.ch007.

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There is tremendous concern about the behavior of students in schools today, to the extent that teachers have become extremely concerned about the loss of teaching time and have developed general frustration with behavior management in and outside the classroom (Trinidad Express, 2014). Therefore, the need to put the spotlight on problem behaviors by way of initial inquiry has arisen. This chapter presents a quantitative investigation of behavior problems in primary schools in Trinidad and Tobago. After eight weeks of in-service training, the following three areas of problem behaviors were examined by a group of 14 teacher-researchers: 1) conduct problems; 2) attention deficit hyperactivity syndrome; and 3) under-activity syndrome. Data were collected and initially analyzed across the eight school districts in Trinidad and Tobago, using the ASCA-H Behavioral Rating Scales for Elementary Schools. The findings indicate significant behavior problems at every level and in every district of the school system, with notable differential by gender. There was less variability in class level and educational district. Recommendations for policy and future research point primarily to a need to channel urgently, critical resources into further inquiry and implement interventions guided by evidence-based strategies.
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