Special Educators' Experiences of Roles and Responsibilities in Self-Contained Classes for Students with Emotional/Behavioral Disorders

Autor/inn/en	Bettini, Elizabeth; Wang, Jun; Cumming, Michelle; Kimerling, Jenna; Schutz, Sarah
Titel	Special Educators' Experiences of Roles and Responsibilities in Self-Contained Classes for Students with Emotional/Behavioral Disorders
Quelle	In: Remedial and Special Education, 40 (2019) 3, S.177-191 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932518762470
Schlagwörter	Special Education Teachers; Self Contained Classrooms; Teacher Attitudes; Emotional Disturbances; Behavior Disorders; Teacher Role; Student Behavior; Academic Achievement; Psychological Patterns; Teacher Responsibility; Educational Quality; Teacher Effectiveness; Teaching Conditions; Phenomenology; Role Perception; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Gefühlsstörung; Lehrerrolle; Student behaviour; Schülerverhalten; Schulleistung; Lehrverpflichtung; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbedingungen; Unterrichtsbedingungen; Phenomenological psychology; Phänomenologie; Psychologie; Role conception; Rollenverständnis; Elementary school; Grundschule; Volksschule
Abstract	Cultivating and retaining special educators competent to serve students with emotional and behavioral disorders (EBDs) has proven persistently difficult. Improving educational systems' capacity to meet this challenge will require better understanding of the roles special educators in these settings should be prepared for and supported to fulfill. The purpose of this qualitative investigation was to explore how four special educators in self-contained classes for students with EBD defined and experienced their roles. We found that teachers defined their primary roles as promoting students' behavioral and academic growth; however, they also described experiencing dissonance between their ideal roles and their actual daily work. This dissonance was evident in two respects. First, extra responsibilities and emergent responsibilities occupied substantial energy. Second, social and material contexts often facilitated their behavioral role but less often supported their academic role. Findings have implications for improving the quality of the teacher workforce in self-contained settings for students with EBD. (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	2020/1/01