An Examination of Reading Specialist Candidates' Knowledge and Self-Efficacy in Behavior and Classroom Management: An Instrumental Case Study

Autor/inn/en	Beasley, Keshona T.; Bernadowski, Carianne
Titel	An Examination of Reading Specialist Candidates' Knowledge and Self-Efficacy in Behavior and Classroom Management: An Instrumental Case Study
Quelle	In: Education Sciences, 9 (2019), Artikel 76 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Reading Teachers; Reading Instruction; Specialists; Teacher Education Programs; Simulated Environment; Student Behavior; Behavior Problems; Behavior Modification; Reading Difficulties; Training; Students with Disabilities; Preservice Teachers + Suchen Sie Ihr Suchwort? Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Leseunterricht; Künstliche Umwelt; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Reading difficulty; Leseschwierigkeit; Ausbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Today's reading specialists are faced with students who not only present reading problems but, the likelihood of behavior problems. Thus, reading specialists must be prepared to implement behavior management strategies that de-escalate these problems. Reading specialists' training programs are budding with the potential for innovative practices that could be launched for ground-breaking learning. However, current trends display training programs still utilize traditional methods for training. This qualitative instrumental case study examined a purposeful sample of reading specialist candidates at a small, private university in the United States. The study explored the effects of utilizing simulation as a new way to train and prepare reading specialist candidates with behavior management strategies when teaching children with reading problems. During the study, simulated exercises were utilized to train the candidates and explore their ability in identifying behavior, and their knowledge and use of appropriate strategies, and self-efficacy before and after the training program. The post-knowledge gained through the simulation classroom experience revealed, that not only did reading specialist candidates expand their arsenal of strategies, but they also gained understanding of the background knowledge and diagnostic implications that can contribute to various behaviors or disorders. Candidates reported that after training, they felt prepared to implement behavior strategies when faced with children who may display behavior problems. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01