The impact of teacher factors on achievement and behavioural outcomes of children with Attention Deficit/Hyperactivity Disorder (ADHD): a review of the literature
By J. Sherman, C. Rasmussen, L. Baydala. 2008
158 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Psychiatry and Mental health
View Paper: https://www.semanticscholar.org/paper/6753ba8b4f9684f7897a529f32bcacb40328a68b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
In Psychiatry and Mental health
Citations in the corpus
- Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: THE role of teaching experience (2012, background): “Although there is little empirical work on the influence of teacher characteristics on child outcomes (Sherman et al., 2008), several authors explicate how teacher knowledge and”
- ADHD symptoms and the teacher–student relationship: a systematic literature review (2019, background): “…with students’ academic achievement (Horan et al. 2016), selfefficacy, prosocial behaviours and relations with peers (Chan et al. 2013), which are considered to be areas that students with ADHD experience trouble (Bussing and Mehta 2013; Sjöwall et al. 2013; Sherman, Rasmussen, and Baydala 2008).”