You limited your search to:

  Partner: UNT Libraries
 Degree Discipline: Special Education
Teacher Turnover among Teachers of Students with Emotional and Behavior Disorders

Teacher Turnover among Teachers of Students with Emotional and Behavior Disorders

Date: December 2007
Creator: Adera, Beatrice Atieno
Description: The purpose of this study was to investigate factors that compel teachers of students with emotional and behavioral disorders (E/BD) to quit or stay in their job. Invitations to participate in the study were sent to a sample of educators from each the four census regions of the United States who currently work or have worked in the past worked with students with E/BD and have participated in one or more of the Council for Children with Behavioral Disorders (CCBD) professional development events. A total of 156 educators responded to the online survey and 9 participated in the focus groups. Quantitative information generated from the survey was analyzed using frequency distributions and ANOVA, whereas, qualitative information were analyzed by summarizing and sorting information into different categories. The results were presented in narrative and tabular form and organized in response to each of the research questions. The projected high teacher turnover as depicted in the findings, were mainly attributed to workplace variables and classroom conditions. Both variables are likely to be associated with high levels of dissatisfaction and lack of commitment eventually leading to decisions by teachers of students with E/BD to leave their job. Most respondents perceived themselves as being ...
Contributing Partner: UNT Libraries
Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice

Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice

Date: August 2012
Creator: Lusk, Mandy E.
Description: In recent decades, there has been renewed interest in examining the effectiveness of teacher preparation programs. Unfortunately, researchers have found that there is limited empirical research on the effectiveness of quality special education teacher preparation programs, specifically those programs specializing in the education of students with emotional and behavioral disorders (EBD). The Council for Exceptional Children (CEC), the largest special education organization, conducts research on the standards needed by teachers who serve children and youth with exceptionalities. These CEC standards are recommended to serve as a guide for teacher preparation programs in special education. Utilizing the CEC standards delineated for preparation programs in EBD, the present study sought to determine how graduates of one program perceived the importance of the standards and their perceived proficiency in using the standards in their work with students with EBD. Results indicated that graduates viewed the standards as Important to their work with students with EBD. Further, they viewed their proficiency in using the standards to be above average. In addition, the present study examined the relationship between graduates perceived importance and perceived proficiency in using the CEC standards. Results indicated that graduates who had higher score ratings on their perceived importance of the ...
Contributing Partner: UNT Libraries
Teachers' Perspectives on Student Problematic Behavior and Social Skills

Teachers' Perspectives on Student Problematic Behavior and Social Skills

Date: May 2011
Creator: Riney, Summer Sides
Description: The research investigation reported herein examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targets students in kindergarten through grade five who are identified by the school system for being at-risk for being labeled with emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavioral supports (i.e., social skills training, functional behavioral assessment, and team collaboration). Teachers completed a teacher form of the Social Skills Rating System before and after the student received program services to determine differences in social skills and problematic behavior pre- and post- program early intervention services. An analysis was also made of the differences among gender, ethnicity, and grade according to the teachers' perspectives. Data indicated statistically significant results in the area of social skills and problem behavior. The results indicate early intervention services that teach social skills and use functional behavioral assessments to deal with problem behavior are beneficial to children displaying behavior challenges.
Contributing Partner: UNT Libraries
Technology-mediated distance education used to prepare special education personnel.

Technology-mediated distance education used to prepare special education personnel.

Access: Use of this item is restricted to the UNT Community.
Date: August 2004
Creator: Mohr, John Darrell
Description: This study examined how technology-mediated distance education is used in special education courses in teacher preparation programs. The data are based on a 30-item survey administered to members of the Teacher Education Division of the Council for Exceptional Children, who identified themselves as serving in an instructional capacity within institutions of higher education. Technology-mediated instruction was characterized in terms course delivery methods and program attributes. An analysis of instructional design processes revealed that most instructors are largely autonomous and do not rely on a team-based approach. Most make use of course-design and management software. Training is linked to course strategy and evaluation, while experience is associated with implementation. Respondents emphasized communication and student feedback. While both users and non-users of distance education technology foresaw the increased use for course delivery in the future, a notable percentage (13%) of current users indicated a desire to discontinue use.
Contributing Partner: UNT Libraries
The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices

The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices

Date: August 2011
Creator: Austin, Jennifer E.
Description: The purpose of this exploratory study was to examine school psychologists' use of evidence- based practices (EBP), in general, and more specifically in the area of social skills training (SST) for students with autism spectrum disorders (ASD). Study participants, consisting of 498 school psychologists from across the nation, participated in an online survey that gathered information about their training, attitudes, and practices. The frequency with which specific EBP practices for social skills training for students with ASD was examined, as was prediction of use of these practices. Multiple-regression analyses revealed multiple independent variables that were predictors for overall use of EBP. Results indicated that over half of the participants provide SST for students with ASD. Although the majority of participants indicated that their graduate program included at least one course with information about ASD and EBP practices, in general, nearly half indicated that their coursework did not include any courses that directly addressed social skills training for students with ASD. Confirmatory factor analysis (CFA) was used to determine the extent to which the data fit the factor model. Participants' perception of the importance placed on EBP by their school district, scores on the openness subscale of the Evidence Based Practices ...
Contributing Partner: UNT Libraries
FIRST PREV 2 3 4 5 6 NEXT LAST