科研之友
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摘要
Research has suggested that in-service teachers learn relatively little about attention-deficit/hyperactivity disorder (ADHD) during their education, but that on-the-job learning helps mitigate this deficiency. Current teacher trainees may receive more ADHD education than past cohorts, though it is unclear whether their ADHD knowledge is superior to that of peers and, more broadly, whether it is adequate for referral and other service provision in the classroom. This study compares the ADHD-related knowledge of teacher trainees to that of undergraduate peers of diverse majors. Trainees' knowledge was more accurate than the peer comparison group, yet findings suggest that substantial room for improvement remains.
- 出版日期2012-6
