Do Teacher Beliefs Mediate the Relationship between Professional Development and Reading Outcomes of Students with Emotional and Behavioral Disorders? An Exploration of Effects from a Randomized Controlled Trial

Autor/inn/en	Filderman, Marissa J.; Barnard-Brak, Lucy; Benner, Gregory J.
Titel	Do Teacher Beliefs Mediate the Relationship between Professional Development and Reading Outcomes of Students with Emotional and Behavioral Disorders? An Exploration of Effects from a Randomized Controlled Trial
Quelle	In: Social Psychology of Education: An International Journal, 25 (2022) 6, S.1437-1458 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Filderman, Marissa J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-022-09731-5
Schlagwörter	Questionnaires; Self Concept Measures; Self Efficacy; Elementary School Students; Emergent Literacy; Reading Tests; Reading Fluency; Elementary School Teachers; Faculty Development; Behavior Disorders; Emotional Disturbances; Reading Achievement; Beliefs; Social Emotional Learning; Stages of Concern Questionnaire; Teachers Sense of Efficacy Scale; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Fragebogen; Self-efficacy; Selbstwirksamkeit; Frühleseunterricht; Lesetest; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gefühlsstörung; Leseleistung; Belief; Glaube
Abstract	Teachers of students with emotional and behavioral disorders face unique challenges in the classroom that are often not addressed in teacher preparation, which may result in diminished outcomes for teachers and students. The Integrated Literacy Study Groups professional development was designed to support the needs of teachers of students with or at-risk for emotional and behavioral disorders by integrating components of social-emotional learning and literacy instruction. The present study uses structural equation modeling to evaluate how and to what extent teacher beliefs, targeted in training through collaborative work groups and coaching experiences, mediate the relationship between the Integrated Literacy Study Groups and student reading achievement. Among a sample of 74 elementary school teachers, we found a directional relationship such that training influenced (1) beliefs pertaining to action, (2) beliefs pertaining to self, and (3) student reading outcomes. Beliefs pertaining to self was a significantly stronger mediator of the relationship between professional development and student reading outcomes. We discuss potential reasons for these findings as well as their implications for the design of training of teachers of students with or at-risk for emotional and behavioral disorders. [For the corresponding grantee submission, see ED624128.] (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01