Edited By Evelin Witruk, Shally Novita, Yumi Lee and Dian Sari Utami
Yumi Lee & Thérèse Thuemler - A Content-analysis of Korean and German Teachers’ Perception and Belief regarding Students with ADHD: A Comparison with US Findings
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Yumi Lee1 & Thérèse Thuemler2
1 University of Leipzig, Germany
2 Martin Luther University Halle-Wittenberg, Germany
A Content-analysis of Korean and German Teachers’ Perception and Belief regarding Students with ADHD: A Comparison with US Findings
Abstract. The purpose of this study was to understand Korean and German teachers’ perceptions and beliefs regarding children with ADHD and to make a comparison with two previous US studies (Blume-D’Ausilio, 2005; Whitworth, Fossler, & Harbin, 1997). Two open-ended statements were adapted from a study conducted by Whitworth et al. (1997). A content-analysis was used to analyze a total of 240 Korean and 104 German primary school teachers who had previously taught children with ADHD. Teachers’ responses were thoroughly reviewed and coded. Triangulation method was used for validity and the differently classified responses were re-evaluated and appropriately modified. Both Korean and German teachers’ perceptions were similar, which are noticeably different to those from two US studies. Regarding teachers’ beliefs, three countries showed similar findings. Comparison of these findings suggests that ADHD Management Manual should be developed based on specific cultural context. It could help teachers not only to understand the student with ADHD but also to establish the confidence to manage the student with ADHD. Additional research for pre-service teachers also needs to be explored in order to establish successful management of the student with ADHD when they become a teacher.
Keywords: ADHD, culture, primary school, open-ended statement, triangulation method...
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