Emotional Disability and Strategies for Supporting Student Outcomes: Interviews with K-12 Special Education Teachers

Autor/inn/en	Mullen, Carol A.; Hunt, Turonne Kalada
Titel	Emotional Disability and Strategies for Supporting Student Outcomes: Interviews with K-12 Special Education Teachers
Quelle	In: Teacher Development, 26 (2022) 4, S.453-471 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mullen, Carol A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2022.2108129
Schlagwörter	Special Education Teachers; Rural Schools; Urban Schools; Educational Strategies; Mental Health; Social Emotional Learning; Psychological Needs; Elementary Secondary Education; Teacher Student Relationship; Student Experience; Virginia + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Lehrstrategie; Psychohygiene; Teacher student relationships; Lehrer-Schüler-Beziehung; Studienerfahrung
Abstract	This interview study with special education teachers in rural and urban school divisions within Virginia, USA, reports instructional strategies that support outcomes for students with social emotional mental health (SEMH) needs. Evidence-based strategies from the interviews are delineated for teachers who work with this highly vulnerable population. K-12 teacher-student relationships (TSRs) and four relational phases -- appraisal, testing, agreement, and planning -- were analyzed. Strategies for influencing students socially, academically, and behaviorally were also identified. Research questions probed (a) the role of TSRs for students with risk factors and (b) strategies for achieving desirable results in SEMH contexts. TSRs were examined relative to supports and risks associated with students' development and success. A literature synthesis of strategies and models for advancing knowledge is included. The article offers insight into what teachers do in actual situations to foster student growth and outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01