Teachers and Challenging Behavior: Knowledge, Views, and Practices

Autor/in	Westling, David L.
Titel	Teachers and Challenging Behavior: Knowledge, Views, and Practices
Quelle	In: Remedial and Special Education, 31 (2010) 1, S.48-63 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508327466
Schlagwörter	Behavior Problems; Likert Scales; Behavior Disorders; Student Behavior; Knowledge Level; Knowledge Base for Teaching; Teacher Surveys; Teacher Attitudes; Special Education Teachers; General Education; Questionnaires; Teacher Characteristics; Teaching Methods; Preservice Teacher Education; Inservice Teacher Education; Self Esteem; Teacher Competencies + Suchen Sie Ihr Suchwort? Likert-Skala; Student behaviour; Schülerverhalten; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Self-esteem; Selbstaufmerksamkeit; Lehrkunst
Abstract	Seventy teachers (38 special education and 32 general education teachers) completed a questionnaire using Likert-type scales to describe several traits and conditions about themselves and students with challenging behavior. Results indicated that most teachers did not use many effective strategies or receive sufficient support, and viewed challenging behavior as having an adverse effect on them and their students. Still most believed most challenging behavior was learned and could be improved. Although they felt they had learned about how to deal with "most" challenging behavior through experience, most did not perceive their professional preparation to be adequate. Regression analysis demonstrated that inservice and preservice preparation were predictive of confidence and the number of strategies used for addressing challenging behavior. (Contains 1 note and 11 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10