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Self-Efficacy, Burnout, and Intent to Leave for Teachers of Students with Emotional and Behavioral Disorders
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Nelson C. Brunsting; Kristabel Stark; Elizabeth Bettini; Kathleen Lynne Lane; David James Royer; Eric Alan Common; Marcia L. Rock – Behavioral Disorders, 2024
Due to ongoing and severe teacher shortages, preparing and sustaining a skilled special education teacher (SET) workforce is a top policy priority. Understanding predictors of SETs' intent to leave is crucial for policy makers and school leaders alike, as they seek to develop interventions to support retention efforts. In this study, we examined…
Descriptors: Self Efficacy, Teacher Burnout, Intention, Teacher Persistence
Preparing Teacher Candidates in Classroom Management Prior to Entering the Teaching Profession
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Katie C. Hart; Bridget Poznanski; Elizabeth D. Cramer – Journal of Emotional and Behavioral Disorders, 2025
The purpose of this quasi-experimental study was to evaluate the promise of a specialized curriculum designed to prepare general education teacher candidates to effectively implement classroom management strategies within a multi-tiered systems of support (MTSS) framework. Participants were 110 U.S. teacher candidates enrolled in a student…
Descriptors: Classroom Techniques, Preservice Teacher Education, Teacher Education Curriculum, Multi Tiered Systems of Support
Study Protocol: Multi-Level Determinants of Implementation and Sustainment in the Education Sector
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McLeod, Bryce D.; Sutherland, Kevin S.; Conroy, Maureen A.; Lyon, Aaron R.; Chapman, Jason E.; Granger, Kristen L.; Saldana, Lisa – Journal of Emotional and Behavioral Disorders, 2023
Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies. To address…
Descriptors: Evidence Based Practice, Behavior Disorders, Emotional Disturbances, Elementary School Students
Do Teacher Beliefs Mediate the Relationship between Professional Development and Reading Outcomes of Students with Emotional and Behavioral Disorders? An Exploration of Effects from a Randomized Controlled Trial
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Filderman, Marissa J.; Barnard-Brak, Lucy; Benner, Gregory J. – Social Psychology of Education: An International Journal, 2022
Teachers of students with emotional and behavioral disorders face unique challenges in the classroom that are often not addressed in teacher preparation, which may result in diminished outcomes for teachers and students. The Integrated Literacy Study Groups professional development was designed to support the needs of teachers of students with or…
Descriptors: Questionnaires, Self Concept Measures, Self Efficacy, Elementary School Students
Do Teacher Beliefs Mediate the Relationship between Professional Development and Reading Outcomes of Students with Emotional and Behavioral Disorders? An Exploration of Effects from a Randomized Controlled Trial
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Filderman, Marissa J.; Barnard-Brak, Lucy; Benner, Gregory J. – Grantee Submission, 2022
Teachers of students with emotional and behavioral disorders face unique challenges in the classroom that are often not addressed in teacher preparation, which may result in diminished outcomes for teachers and students. The Integrated Literacy Study Groups professional development was designed to support the needs of teachers of students with or…
Descriptors: Elementary School Teachers, Faculty Development, Behavior Disorders, Emotional Disturbances
Improving Literacy for Students with Emotional and Behavioral Disorders: An Innovative Approach
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Gregory J. Benner; Lisa A. Strycker; Jordan Pennefather; Jean Louise M. Smith – Teacher Education and Special Education, 2022
Most students with emotional and behavioral disorders (EBD) have significant reading difficulties, but educators have few in-service professional learning opportunities geared to reading instruction for these students. The "Integrated Literacy Study Group" was developed as an online professional development program to prepare elementary…
Descriptors: Elementary School Teachers, Elementary School Students, Behavior Disorders, Emotional Disturbances
Improving Literacy for Students with Emotional and Behavioral Disorders: An Innovative Approach
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PDF on ERIC Download full text
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Gregory J. Benner; Lisa A. Strycker; Jordan Pennefather; Jean Louise M. Smith – Grantee Submission, 2022
Most students with emotional and behavioral disorders (EBD) have significant reading difficulties, but educators have few in-service professional learning opportunities geared to reading instruction for these students. The "Integrated Literacy Study Group" was developed as an online professional development program to prepare elementary…
Descriptors: Literacy Education, Emotional Disturbances, Behavior Disorders, Reading Difficulties