Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice Page: 3
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Further, a multiple regression model examined specific demographic variables (i.e., total
years of teaching experience, positions graduates currently held, graduates' feelings about
working with students with EBD, and graduates' feelings of causal factors for students with
EBD) as predictors for graduates' perceptions of importance in using the CEC standards.
Unfortunately, the regression model did not predict the graduates' perceived importance in using
the CEC standards; however, graduates' years of teaching experience with students with EBD
was a significant predictor for two of the standards.
Finally, a multiple regression model examined specific demographic variables (i.e., total
years of teaching experience, positions graduates currently held, graduates' feelings about
working with students with EBD, and graduates' feelings of causal factors for students with
EBD) as predictors for graduates' perceptions of proficiency in using the CEC standards.
Unfortunately, the overall regression model did not predict the graduates' perceived proficiency
in using the CEC standards; however, a deeper examination showed that total years of graduates'
teaching experience, graduates' feelings about working with students with EBD, graduates' years
of teaching experience with students with EBD, and graduates' feelings about causal factors of
students with EBD were significant predictors.
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Lusk, Mandy E. Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice, dissertation, August 2012; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc149634/m1/3/: accessed April 24, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .