Literaturnachweis - Detailanzeige
Autor/inn/en | Bettini, Elizabeth A.; Crockett, Jean B.; Brownell, Mary T.; Merrill, Kristen L. |
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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 |
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 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 |