title: Primary teachers' classroom practices and their perceptions of children's attention problems.
abstract: 15 teachers of Kindergarten through Grade 2 in two schools from a rural southeastern United States community completed the Philosophy of Teaching Scale and indicated on the Child Behavior Checklist their perceptions of 309 children in their classrooms who might show problems of attention. A difference was found between teachers of structured and unstructured orientations in the number of children they reported to be hyperactive. The former group perceived significantly more children in their classroom to be hyperactive.
authors.affiliation: School of Education, Department of Curriculum and Instruction, University of Alabama at Birmingham 35294-1250.
authors.forename: E A
authors.initials: EA
authors.lastname: Eddowes
authors.forename: J
authors.initials: J
authors.lastname: Aldridge
authors.forename: S
authors.initials: S
authors.lastname: Culpepper
mesh_terms: D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis* / Q000523:psychology; D001290:Attitude; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis* / Q000523:psychology; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007206:Individuality; D007389:Internal-External Control; D008297:Male; D015588:Observer Variation; D010552:Personality Assessment / Q000706:statistics & numerical data; D012938:Social Perception; D013663:Teaching