Administrators' Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students with EBD

Autor/inn/en	Bettini, Elizabeth; Cumming, Michelle M.; Brunsting, Nelson C.; McKenna, John William; Schneider, Caitlin Cooper; Muller, Rebecca; Peyton, David
Titel	Administrators' Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students with EBD
Quelle	29 (2020) 1, S.52-61 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/1074295620904024
Schlagwörter	Special Education Teachers; Administrator Role; Teacher Administrator Relationship; Professional Development; Instructional Effectiveness; Reading Instruction; Students with Disabilities; Behavior Disorders; Emotional Disturbances; Teaching Conditions; Educational Quality; Teacher Collaboration; Collegiality; Time Management; Educational Resources; Teacher Responsibility + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Leseunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsstörung; Lehrbedingungen; Unterrichtsbedingungen; Quality of education; Bildungsqualität; Lehrerkooperation; Kollegialität; Zeitmanagement; Bildungsmittel; Lehrverpflichtung
Abstract	Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators' working conditions to improve the reading instruction that students with EBD receive in self-contained settings. [This article was published in "Beyond Behavior" (EJ1246079).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01