Relationships between Working Conditions and Special Educators' Instruction

Autor/inn/en	Bettini, Elizabeth A.; Crockett, Jean B.; Brownell, Mary T.; Merrill, Kristen L.
Titel	Relationships between Working Conditions and Special Educators' Instruction
Quelle	In: Journal of Special Education, 50 (2016) 3, S.178-190 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466916644425
Schlagwörter	Teaching Conditions; Special Education; Special Education Teachers; Disabilities; School Culture; Literature Reviews; Teacher Effectiveness; Educational Quality; Academic Achievement; Instructional Effectiveness; Instructional Materials; Grouping (Instructional Purposes); Time on Task; Time Management; Educational Planning; Educational Research; Teacher Administrator Relationship; Collegiality + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Schulkultur; Schulleben; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Schulleistung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Grouping; Gruppenbildung; Zeitaufwand; Zeitmanagement; Bildungsplanung; Bildungsforschung; Pädagogische Forschung; Kollegialität
Abstract	Students with disabilities (SWDs) depend upon special education teachers (SETs) to provide effective instruction. SETs, in turn, depend upon school leaders to provide conditions necessary to learn and engage in effective instructional practices for students with the most significant learning needs. A promising body of research indicates that working conditions such as administrative support and school culture influence general educators' effectiveness and their students' achievement. This literature review examines research investigating relationships between SETs' working conditions and instructional quality and SWDs' academic achievement, to provide insights into how working conditions might be leveraged to improve SETs' instruction and SWDs' achievement. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01