Working Conditions and Special Educators' Reading Instruction for Students with Emotional and Behavioral Disorders

Autor/inn/en	Mathews, Hannah Morris; Lillis, Jennifer L.; Bettini, Elizabeth; Peyton, David J.; Pua, Daisy; Oblath, Rachel; Jones, Nathan D.; Smith, Stephen W.; Sutton, Rachel
Titel	Working Conditions and Special Educators' Reading Instruction for Students with Emotional and Behavioral Disorders
Quelle	In: Exceptional Children, 87 (2021) 4, S.476-496 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Pua, Daisy) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402921999825
Schlagwörter	Teaching Conditions; Special Education Teachers; Reading Instruction; Students with Disabilities; Emotional Problems; Behavior Disorders; Elementary School Teachers; Elementary School Students; Self Contained Classrooms; Team Teaching; Paraprofessional School Personnel; Time; Instructional Materials; Role; Planning; Collegiality + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Leseunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Grundschule; Volksschule; Teamteaching; Zeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Rollen; Ablaufplanung; Planungsprozess; Kollegialität
Abstract	Working conditions may be an important lever to support special educators' reading instruction for students with emotional and behavioral disorders (EBD). Thus, we explored how working conditions relate to the quality of special educators' reading instruction in upper-elementary, self-contained classes for students with EBD. Using mixed methods to examine video observations of reading instruction and varied data sources on working conditions, we found that special educators who provided stronger instruction had a partner coleading their program, and consistent paraprofessionals, with time and support for training. Partners and paraprofessionals, together, protected special educators' instruction time. Other conditions (i.e., material resources, role differentiation, role conceptions, planning time) emerged as potentially important, but evidence was less robust. Results indicate partners and paraprofessionals may be important forms of collegial support. These findings have important implications for improving the quality of instruction in self-contained settings for students with EBD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01