Improving Literacy for Students with Emotional and Behavioral Disorders: An Innovative Approach

Autor/inn/en	Benner, Gregory J.; Strycker, Lisa A.; Pennefather, Jordan; Smith, Jean Louise M.
Titel	Improving Literacy for Students with Emotional and Behavioral Disorders: An Innovative Approach
Quelle	45 (2022) 4, S.331-348 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benner, Gregory J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Literacy Education; Emotional Disturbances; Behavior Disorders; Reading Difficulties; Faculty Development; Distance Education; Elementary School Teachers; Program Evaluation; Evidence Based Practice; Self Efficacy; Teacher Burnout; Classroom Techniques; Learning Strategies; Reading Strategies; Social Emotional Learning; Elementary School Students; Pedagogical Content Knowledge; Teacher Characteristics; Self Concept Measures; Likert Scales; Intervention; Teacher Attitudes; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Gefühlsstörung; Reading difficulty; Leseschwierigkeit; Distance study; Distance learning; Fernunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Programme evaluation; Programmevaluation; Self-efficacy; Selbstwirksamkeit; Burnout-syndrom; Burnout; Burnout-Syndrom; Klassenführung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Reading strategy; Leselernstufe; Lesetechnik; Pädagogische Kompetenz; Likert-Skala; Lehrerverhalten
Abstract	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 teachers to meet the literacy needs of students with or at risk of EBD. In this study, the authors use a within-subjects design to evaluate the feasibility of the 10-week digital program with 13 elementary teachers. From pretest to posttest, teachers made statistically and educationally significant gains in knowledge of evidence-based social and emotional learning and reading strategies for students with EBD, as well as significant improvements in general teacher self-efficacy, reading self-efficacy, and social and emotional self-efficacy. Pretest-to-posttest change in teacher burnout and classroom management was educationally significant, but statistically nonsignificant. Most teachers perceived the program content as relevant to their needs and those of their students. [This article was published in "Teacher Education and Special Education" (EJ1351614).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01