Early Childhood Teachers' Inclusion in Their Elementary School's Social-Emotional Multitiered System of Supports: A Mixed Methods Study

Autor/inn/en	Steed, Elizabeth A.; Leech, Nancy L.; Shapland, Dorothy
Titel	Early Childhood Teachers' Inclusion in Their Elementary School's Social-Emotional Multitiered System of Supports: A Mixed Methods Study
Quelle	In: Journal of Positive Behavior Interventions, 25 (2023) 2, S.95-107 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/10983007221120282
Schlagwörter	Early Childhood Teachers; Inclusion; Social Emotional Learning; Preschool Teachers; Elementary School Teachers; Colorado + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Inklusion; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Grundschule; Volksschule
Abstract	In this mixed methods study, we used a state-wide survey to explore the perceptions of 936 preschool through second-grade teachers about inclusion in their elementary school's social-emotional multitiered system of supports (MTSS). Overall, early childhood teachers reported feeling included in their school's social-emotional MTSS. Results of a one-way between-subjects analysis of variance (ANOVA) indicated that preschool teachers working in elementary schools reported general agreement about being included, but not as strongly as kindergarten, first-, and second-grade teachers. Qualitative analyses of teachers' open-ended responses revealed similar grade-level patterns. When early childhood teachers did not feel included, they described feeling separate from the rest of the school, using a different social-emotional approach, or the school's social-emotional MTSS approach not being appropriate for their students. Inclusion in school-wide activities and implementation issues, such as consistency across teachers, an efficient behavioral MTSS process, and training opportunities, affected teachers' feelings of inclusion in the social-emotional MTSS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01