A Comparison of Rural and Urban Special Education Teacher Needs in Working with Children with Behavior Disorders.

Autor/inn/en	Iverson, Landa J.; Chavez, Janice A.
Titel	A Comparison of Rural and Urban Special Education Teacher Needs in Working with Children with Behavior Disorders.
Quelle	(1997), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Disorders; Educational Needs; Elementary Secondary Education; Emotional Disturbances; Graduate Students; Higher Education; Knowledge Base for Teaching; Rural Education; Special Education; Special Education Teachers; Teacher Attitudes; Teacher Competencies; Teacher Education; Teaching Skills; Urban Education + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Gefühlsstörung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Ländliche Erwachsenenbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrkunst; Lehrerausbildung; Lehrerbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Stadtteilbezogenes Lernen
Abstract	This study compared the knowledge and skill levels of urban and rural special education teachers across 13 emotional and behavior disordered (EBD) competency areas. Fifty-eight graduate students enrolled in special education courses at California State University at Fresno completed the Emotionally and Behaviorally Disordered Teacher Competencies Assessment, which measures teachers' perceived proficiency levels in 13 areas of competence. Approximately 58 percent of the students were employed as special education teachers under emergency credentials and 17 percent possessed a professional special education credential. Fifty-five percent were employed in urban school districts, while 42.6 percent were employed in rural school districts. Results indicate that both rural and urban teachers felt they were most skilled in managing the learning environment, instructional content and practice, and cultural and linguistic diversity. The lowest scores in knowledge proficiency for both teacher groups were related to transition, professional and ethical behavior, and community resources. Rural teachers indicated that learner characteristics and vocational competencies were their lowest skill areas, while urban teachers indicated that professional and ethical practices and monitoring and evaluation were their lowest skill areas. Although there were no significant differences between rural and urban teachers' competencies, this study indicates that special education teachers, in general, do not feel they have reached a level of mastery when working with EBD students. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC