Emotional disability and strategies for supporting student outcomes: interviews with K–12 special education teachers

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Teacher Development Pub Date : 2022-08-08 DOI:10.1080/13664530.2022.2108129
C. Mullen, T. K. Hunt
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引用次数: 2

Abstract

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.
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情绪障碍和支持学生成绩的策略:对K-12特殊教育教师的访谈
摘要:本访谈研究对美国维吉尼亚州农村和城市学校的特殊教育教师进行了研究,报告了支持有社会情感心理健康(SEMH)需求的学生的教学策略。从访谈中得出的基于证据的策略是为那些与这一高度脆弱人群打交道的教师制定的。分析了K-12师生关系(tsr)和四个关系阶段——评价、测试、协议和计划。还确定了影响学生社会、学业和行为的策略。研究问题探讨了(a) tsr对有风险因素的学生的作用和(b)在SEMH背景下取得理想结果的策略。研究了tsr与学生发展和成功相关的支持和风险的关系。文献综合策略和模型推进知识包括在内。这篇文章提供了教师在实际情况下如何促进学生成长和成果的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Teacher Development
Teacher Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
自引率
8.30%
发文量
33
期刊介绍: Teacher Development is a fully refereed international journal publishing articles on all aspects of teachers" professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a "whole-career" view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development.
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