Pub Date : 2021-02-25DOI: 10.1177/0888406421992377
Lindsey A. Chapman, B. Elbaum
The adoption of highly scripted curricular programs to promote literacy has become increasingly widespread. Little is known, however, about the extent to which teachers implement these programs as prescribed or, instead, make adaptations to the curriculum and its delivery. Even less is known about teachers’ reasoning behind this decision-making. Using qualitative thematic analysis, in this study, the authors investigate middle school intensive reading teachers’ challenges and solutions to implementing the curricular program mandated by their school district. Analysis of 10 teachers’ descriptions of their instructional decision-making highlighted the tensions teachers must navigate to provide effective literacy instruction to students with and without disabilities in a high accountability context. The central construct of negotiation was identified as an explanation of how and why teachers made (or did not make) curricular adaptations.
{"title":"How―and Why―Middle School Intensive Reading Teachers Make Adaptations to a Scripted Curriculum","authors":"Lindsey A. Chapman, B. Elbaum","doi":"10.1177/0888406421992377","DOIUrl":"https://doi.org/10.1177/0888406421992377","url":null,"abstract":"The adoption of highly scripted curricular programs to promote literacy has become increasingly widespread. Little is known, however, about the extent to which teachers implement these programs as prescribed or, instead, make adaptations to the curriculum and its delivery. Even less is known about teachers’ reasoning behind this decision-making. Using qualitative thematic analysis, in this study, the authors investigate middle school intensive reading teachers’ challenges and solutions to implementing the curricular program mandated by their school district. Analysis of 10 teachers’ descriptions of their instructional decision-making highlighted the tensions teachers must navigate to provide effective literacy instruction to students with and without disabilities in a high accountability context. The central construct of negotiation was identified as an explanation of how and why teachers made (or did not make) curricular adaptations.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"281 - 299"},"PeriodicalIF":2.9,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406421992377","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44385690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.1177/0888406420978606
R. Pennington, V. Walker, Melissa C. Tapp
In this investigation, we surveyed 51 faculty members who were involved in teacher preparation programs in the area of extensive support needs (ESN) across a range of institutions of higher education. We asked participants to respond to questions related to the quality and quantity of program content focused on communication instruction and supports for students with ESN. Overall, findings indicated variability in the quality and quantity of teacher preparation–related communication instruction. In addition, participants described barriers related to teacher preparation in this area.
{"title":"Teacher Preparation in Communication Instruction for Students With Extensive Support Needs","authors":"R. Pennington, V. Walker, Melissa C. Tapp","doi":"10.1177/0888406420978606","DOIUrl":"https://doi.org/10.1177/0888406420978606","url":null,"abstract":"In this investigation, we surveyed 51 faculty members who were involved in teacher preparation programs in the area of extensive support needs (ESN) across a range of institutions of higher education. We asked participants to respond to questions related to the quality and quantity of program content focused on communication instruction and supports for students with ESN. Overall, findings indicated variability in the quality and quantity of teacher preparation–related communication instruction. In addition, participants described barriers related to teacher preparation in this area.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"239 - 254"},"PeriodicalIF":2.9,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420978606","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49120108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-29DOI: 10.1177/0888406420964732
K. O’Brien, K. Regan, C. Coogle, Jennifer R. Ottley, Sarah A. Nagro
Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical experiences in special education teacher preparation that have shown promise are eCoaching and video-based reflection. When used in combination as a comprehensive intervention, eCoaching and video-based reflection may offer teacher candidates increased learning opportunities to promote improved fidelity of evidence-based practices. Thus, using a multiple-probe single-case research design, we examined the effect of eCoaching with video-based reflection on special education teacher candidates’ use and quality of target teacher strategies and on focus student responses. We found an increase in the use of target teacher strategies for two of three participants, and an increase in the quality of participants’ strategy implementation and students’ responses for all participants. Participants improved their ability to provide high-quality opportunities for choice making and open-ended responding with consistency. Implications for research and practice are discussed.
{"title":"Impact of eCoaching With Video-Based Reflection on Special Education Teacher Candidates’ Instructional Skills","authors":"K. O’Brien, K. Regan, C. Coogle, Jennifer R. Ottley, Sarah A. Nagro","doi":"10.1177/0888406420964732","DOIUrl":"https://doi.org/10.1177/0888406420964732","url":null,"abstract":"Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical experiences in special education teacher preparation that have shown promise are eCoaching and video-based reflection. When used in combination as a comprehensive intervention, eCoaching and video-based reflection may offer teacher candidates increased learning opportunities to promote improved fidelity of evidence-based practices. Thus, using a multiple-probe single-case research design, we examined the effect of eCoaching with video-based reflection on special education teacher candidates’ use and quality of target teacher strategies and on focus student responses. We found an increase in the use of target teacher strategies for two of three participants, and an increase in the quality of participants’ strategy implementation and students’ responses for all participants. Participants improved their ability to provide high-quality opportunities for choice making and open-ended responding with consistency. Implications for research and practice are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"160 - 182"},"PeriodicalIF":2.9,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420964732","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44655139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1177/0888406419869029
V. Walker, Karen H. Douglas, C. Brewer
As paraprofessionals gain more instructional responsibilities for individual students, feasible training strategies must be established to promote effective delivery of instruction. This train-the-trainer study was designed to teach paraprofessionals how to implement an evidence-based instructional practice under the direction of the classroom teacher. After receiving training from a university researcher, a special education teacher trained three paraprofessionals to implement constant time delay while teaching three students with multiple disabilities. The paraprofessional training consisted of a workshop, video modeling, and coaching with performance feedback. A single-case multiple baseline across paraprofessionals design was used to evaluate the effectiveness of the teacher-delivered training package. All paraprofessionals implemented the systematic instructional procedures with high levels of fidelity and accuracy after training. The special education teacher and paraprofessionals shared their perceptions on the highly effective training and value of the study through social validity surveys. Implications and limitations of the study are discussed.
{"title":"Teacher-Delivered Training to Promote Paraprofessional Implementation of Systematic Instruction","authors":"V. Walker, Karen H. Douglas, C. Brewer","doi":"10.1177/0888406419869029","DOIUrl":"https://doi.org/10.1177/0888406419869029","url":null,"abstract":"As paraprofessionals gain more instructional responsibilities for individual students, feasible training strategies must be established to promote effective delivery of instruction. This train-the-trainer study was designed to teach paraprofessionals how to implement an evidence-based instructional practice under the direction of the classroom teacher. After receiving training from a university researcher, a special education teacher trained three paraprofessionals to implement constant time delay while teaching three students with multiple disabilities. The paraprofessional training consisted of a workshop, video modeling, and coaching with performance feedback. A single-case multiple baseline across paraprofessionals design was used to evaluate the effectiveness of the teacher-delivered training package. All paraprofessionals implemented the systematic instructional procedures with high levels of fidelity and accuracy after training. The special education teacher and paraprofessionals shared their perceptions on the highly effective training and value of the study through social validity surveys. Implications and limitations of the study are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"257 - 274"},"PeriodicalIF":2.9,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419869029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44872669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1177/0888406419863365
C. S. Englert, Troy V. Mariage, Adrea J. Truckenmiller, Julie S. Brehmer, Karen Hicks, C. Chamberlain
In this study, the authors examine the learning of 48 preservice teachers (PSTs) taking a literacy course in special education and the primary-grade struggling readers they tutored in a field component of the course. The primary purpose of this exploratory study was to examine the effects of the course and tutoring on PSTs’ knowledge and preparedness to teach reading. In addition, the authors examine whether the phonics scores of their tutored students improved. The results showed that PSTs improved in their knowledge of literacy, self-confidence in teaching reading to struggling readers, and analyses of oral reading miscues. Their tutored students also improved significantly on measures of their phonics knowledge and performance. The authors of this study suggest that carefully designed literacy coursework with field experiences can help PSTs perform more like mature teachers when the literacy tools and instructional scripts for teaching phonics are made explicit and transparent. Implications and limitations are discussed.
{"title":"Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap Between Expert and Novice Performance","authors":"C. S. Englert, Troy V. Mariage, Adrea J. Truckenmiller, Julie S. Brehmer, Karen Hicks, C. Chamberlain","doi":"10.1177/0888406419863365","DOIUrl":"https://doi.org/10.1177/0888406419863365","url":null,"abstract":"In this study, the authors examine the learning of 48 preservice teachers (PSTs) taking a literacy course in special education and the primary-grade struggling readers they tutored in a field component of the course. The primary purpose of this exploratory study was to examine the effects of the course and tutoring on PSTs’ knowledge and preparedness to teach reading. In addition, the authors examine whether the phonics scores of their tutored students improved. The results showed that PSTs improved in their knowledge of literacy, self-confidence in teaching reading to struggling readers, and analyses of oral reading miscues. Their tutored students also improved significantly on measures of their phonics knowledge and performance. The authors of this study suggest that carefully designed literacy coursework with field experiences can help PSTs perform more like mature teachers when the literacy tools and instructional scripts for teaching phonics are made explicit and transparent. Implications and limitations are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"235 - 256"},"PeriodicalIF":2.9,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419863365","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45909089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1177/0888406419875194
Rebecca A. Cruz, Sarah Manchanda, A. R. Firestone, Janelle E. Rodl
Culturally responsive teaching (CRT) is a set of practices designed to build on students’ cultural and linguistic backgrounds as teaching and learning occur. Although CRT can have positive effects on student outcomes, little research has examined teachers’ self-efficacy to implement CRT practices. Using the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale, the authors explore specific areas in which teachers feel self-efficacious in regard to implementing CRT practices and the factors that affect both preservice and practicing teachers’ self-efficacy in delivering CRT. Participants (n = 245) reported feeling more confident in building personal relationships with students and building trust, but less confident in areas that involved specific cultural knowledge, such as being able to validate students in their native language and teaching students about their culture’s contributions to curricular topics. Results also showed that years of experience positively correlated with increased self-efficacy.
{"title":"An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy","authors":"Rebecca A. Cruz, Sarah Manchanda, A. R. Firestone, Janelle E. Rodl","doi":"10.1177/0888406419875194","DOIUrl":"https://doi.org/10.1177/0888406419875194","url":null,"abstract":"Culturally responsive teaching (CRT) is a set of practices designed to build on students’ cultural and linguistic backgrounds as teaching and learning occur. Although CRT can have positive effects on student outcomes, little research has examined teachers’ self-efficacy to implement CRT practices. Using the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale, the authors explore specific areas in which teachers feel self-efficacious in regard to implementing CRT practices and the factors that affect both preservice and practicing teachers’ self-efficacy in delivering CRT. Participants (n = 245) reported feeling more confident in building personal relationships with students and building trust, but less confident in areas that involved specific cultural knowledge, such as being able to validate students in their native language and teaching students about their culture’s contributions to curricular topics. Results also showed that years of experience positively correlated with increased self-efficacy.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"197 - 214"},"PeriodicalIF":2.9,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419875194","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46605467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1177/0888406419850876
Jessica Suhrheinrich, Sarah R. Rieth, Kelsey S. Dickson, S. Roesch, Aubyn C. Stahmer
Classroom Pivotal Response Teaching (CPRT) is a naturalistic behavioral intervention for students with autism spectrum disorder (ASD) that was systematically adapted for teacher use. In this study, the authors evaluate outcomes of a large randomized trial training teachers (n = 126) to use CPRT. Training involved 12 hours of small group sessions and additional 1:1 coaching in each teacher’s classroom. Overall, CPRT fidelity was significantly higher at the end of the training year relative to the observation year (B = 0.24, p = .001) and teachers report using CPRT an average of 47 minutes per day. Moderator analyses indicate that training, teacher, and classroom- and school-level characteristics affected CPRT fidelity. Teachers report high overall satisfaction (M = 4.37, SD = 0.45; 1-5 Likert-type scale) and confidence in their ability to use CPRT with their students (M = 4.2, SD = 0.57). In this study, the authors indicate the acceptability and feasibility of the CPRT training protocol and adds to the limited number of school-based randomized controlled trials (RCTs) evaluating interventions for students with ASD.
{"title":"Classroom Pivotal Response Teaching: Teacher Training Outcomes of a Community Efficacy Trial","authors":"Jessica Suhrheinrich, Sarah R. Rieth, Kelsey S. Dickson, S. Roesch, Aubyn C. Stahmer","doi":"10.1177/0888406419850876","DOIUrl":"https://doi.org/10.1177/0888406419850876","url":null,"abstract":"Classroom Pivotal Response Teaching (CPRT) is a naturalistic behavioral intervention for students with autism spectrum disorder (ASD) that was systematically adapted for teacher use. In this study, the authors evaluate outcomes of a large randomized trial training teachers (n = 126) to use CPRT. Training involved 12 hours of small group sessions and additional 1:1 coaching in each teacher’s classroom. Overall, CPRT fidelity was significantly higher at the end of the training year relative to the observation year (B = 0.24, p = .001) and teachers report using CPRT an average of 47 minutes per day. Moderator analyses indicate that training, teacher, and classroom- and school-level characteristics affected CPRT fidelity. Teachers report high overall satisfaction (M = 4.37, SD = 0.45; 1-5 Likert-type scale) and confidence in their ability to use CPRT with their students (M = 4.2, SD = 0.57). In this study, the authors indicate the acceptability and feasibility of the CPRT training protocol and adds to the limited number of school-based randomized controlled trials (RCTs) evaluating interventions for students with ASD.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"215 - 234"},"PeriodicalIF":2.9,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419850876","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46057954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-03DOI: 10.1177/0888406420938035
W. Sailor, Thomas M. Skrtic, Monique Cohn, C. Olmstead
Multi-Tiered System of Support (MTSS), as a fully integrated set of practices and interventions directed to academics and behavior, with emerging applications to social and emotional learning in the teaching/learning process, is very much in its ascendency in schools across the United States and elsewhere. As a result, there is an emerging need to prepare teacher and administrator educators to enter the rapidly expanding number of implementing schools and districts. Requisite dispositions, skills, and knowledge germane to ensuring successful applications, sustainability, and resultant student outcomes from MTSS introduction into systems praxis are increasingly required. In this position paper, we discuss the origins of MTSS, its expansion into various areas of education in the United States, and its emerging contribution to the thorny issue of inclusion. We conclude with examination of Innovation Configuration, a heuristic to assist teacher and administrator educators in the development of course syllabi and other professional learning vehicles addressed to MTSS.
{"title":"Preparing Teacher Educators for Statewide Scale-Up of Multi-Tiered System of Support (MTSS)","authors":"W. Sailor, Thomas M. Skrtic, Monique Cohn, C. Olmstead","doi":"10.1177/0888406420938035","DOIUrl":"https://doi.org/10.1177/0888406420938035","url":null,"abstract":"Multi-Tiered System of Support (MTSS), as a fully integrated set of practices and interventions directed to academics and behavior, with emerging applications to social and emotional learning in the teaching/learning process, is very much in its ascendency in schools across the United States and elsewhere. As a result, there is an emerging need to prepare teacher and administrator educators to enter the rapidly expanding number of implementing schools and districts. Requisite dispositions, skills, and knowledge germane to ensuring successful applications, sustainability, and resultant student outcomes from MTSS introduction into systems praxis are increasingly required. In this position paper, we discuss the origins of MTSS, its expansion into various areas of education in the United States, and its emerging contribution to the thorny issue of inclusion. We conclude with examination of Innovation Configuration, a heuristic to assist teacher and administrator educators in the development of course syllabi and other professional learning vehicles addressed to MTSS.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"24 - 41"},"PeriodicalIF":2.9,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420938035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45930125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.1177/0888406420930686
A. Benedict, Mary T. Brownell, Elizabeth F. Bettini, Hyojong Sohn
Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers’ (n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students’ struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks.
{"title":"Learning Together: Teachers’ Evolving Understanding of Coordinated Word Study Instruction Within an RTI Framework","authors":"A. Benedict, Mary T. Brownell, Elizabeth F. Bettini, Hyojong Sohn","doi":"10.1177/0888406420930686","DOIUrl":"https://doi.org/10.1177/0888406420930686","url":null,"abstract":"Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers’ (n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students’ struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"134 - 159"},"PeriodicalIF":2.9,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420930686","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48171993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-16DOI: 10.1177/0888406420931497
Kristabel Stark, Jessica B. Koslouski
As of 2015, approximately one in five special educators received licensure through an alternative pathway. Although evidence suggests that emotional exhaustion contributes to special educator attrition, few studies examine firsthand the emotional experiences of novice, alternatively certified special educators. Guided by Tuxford and Bradley’s model of emotional job demands, we explore the ways in which eight teachers perceive and navigate their new profession. Findings indicate that novice special educators (a) experience a range of intense emotions, ranging from extreme pride to deep despair, (b) regulate emotional displays toward students and colleagues to meet professional norms, and (c) invest in the emotional well-being and development of their students. Participants report widespread barriers to this work. Results have implications for researchers, teachers, and administrators interested in retaining novice special educators, and point to several clear pathways for future research in this important and under-researched area of teacher induction.
{"title":"The Emotional Job Demands of Special Education: A Qualitative Study of Alternatively Certified Novices’ Emotional Induction","authors":"Kristabel Stark, Jessica B. Koslouski","doi":"10.1177/0888406420931497","DOIUrl":"https://doi.org/10.1177/0888406420931497","url":null,"abstract":"As of 2015, approximately one in five special educators received licensure through an alternative pathway. Although evidence suggests that emotional exhaustion contributes to special educator attrition, few studies examine firsthand the emotional experiences of novice, alternatively certified special educators. Guided by Tuxford and Bradley’s model of emotional job demands, we explore the ways in which eight teachers perceive and navigate their new profession. Findings indicate that novice special educators (a) experience a range of intense emotions, ranging from extreme pride to deep despair, (b) regulate emotional displays toward students and colleagues to meet professional norms, and (c) invest in the emotional well-being and development of their students. Participants report widespread barriers to this work. Results have implications for researchers, teachers, and administrators interested in retaining novice special educators, and point to several clear pathways for future research in this important and under-researched area of teacher induction.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"60 - 77"},"PeriodicalIF":2.9,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420931497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44241790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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