Situating Special Educators' Instructional Quality and Their Students' Outcomes within the Conditions Shaping Their Work

Autor/inn/en	Bettini, Elizabeth; Park, Yujeong; Benedict, Amber; Kimerling, Jenna; Leite, Walter
Titel	Situating Special Educators' Instructional Quality and Their Students' Outcomes within the Conditions Shaping Their Work
Quelle	In: Exceptionality, 24 (2016) 3, S.176-193 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2015.1107831
Schlagwörter	Special Education Teachers; Teacher Effectiveness; Teaching Conditions; Teacher Characteristics; Disabilities; Reading Achievement; Student Behavior; Longitudinal Studies; Factor Analysis; Self Efficacy; Structural Equation Models; Role Theory; Regression (Statistics) + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbedingungen; Unterrichtsbedingungen; Handicap; Behinderung; Leseleistung; Student behaviour; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Faktorenanalyse; Self-efficacy; Selbstwirksamkeit; Rollentheorie; Regression; Regressionsanalyse
Abstract	This investigation examined relationships among special education teachers' working conditions (e.g., classroom characteristics, administrative support), personal characteristics (e.g., experience, certification status, self-efficacy), instructional quality, and students with disabilities' reading achievement and behavioral outcomes. Data from the 2004-2005 administration of the Special Education Elementary Longitudinal Study were used. Confirmatory factor analysis was used to test the fit of models for five latent factors. Hybrid structural models were applied to test the hypothesis that working conditions would be positively associated with special education teachers' self-efficacy and their instructional quality, which would, in turn, be positively associated with their students' reading achievement and behavioral outcomes. Although the initial structural equation model tested failed to support the hypotheses, several significant relationships with theoretical and practical significance were discovered. Directions for future research and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01