Reading Instruction in Secondary Day Treatment and Residential Schools for Youth with Emotional or Behavioral Disorders

Autor/inn/en	Wilkerson, Kimber L.; Gagnon, Joseph Calvin; Melekoglu, Macid Ayhan; Cakiroglu, Orhan
Titel	Reading Instruction in Secondary Day Treatment and Residential Schools for Youth with Emotional or Behavioral Disorders
Quelle	In: Remedial and Special Education, 33 (2012) 2, S.78-88 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510364546
Schlagwörter	Residential Schools; Behavior Disorders; Special Education Teachers; English Teachers; Teaching Experience; Peer Teaching; Reading Instruction; English Instruction; Emotional Disturbances; Teacher Characteristics; Day Programs; Gender Differences; Teacher Surveys; Educational Attainment; Technology Integration; Special Schools; Secondary Schools; Teaching Methods + Suchen Sie Ihr Suchwort? Heimschule; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Peer group teaching; Peer Group Teaching; Leseunterricht; English langauage lessons; Gefühlsstörung; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Special school; Sonderschule; Sekundarschule; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study was designed to obtain the first national picture of the characteristics of special educators who provide reading or English instruction in secondary day treatment and residential schools for youth with emotional or behavioral disorders (EBD) as well as their approach to reading instruction. Also, information was collected concerning the characteristics of the students in their classes. A national random sample of 123 (35%) reading or English teachers responded to a mail and online survey. No statistically significant differences existed between respondent and nonrespondent schools. Results indicated that teachers commonly hold master's degrees and have an average of 9 years of teaching experience. Teachers reported using research-based instructional approaches but rarely integrate technology or peer tutoring into instruction. In many cases, teachers reported that students could not read well enough to gain basic information from text. Additional results and implications are discussed. (Contains 4 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