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Autor/inn/enBettini, Elizabeth; Cumming, Michelle M.; Brunsting, Nelson C.; McKenna, John William; Cooper Schneider, Caitlin; Muller, Rebecca; Peyton, David
TitelAdministrators' Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students with EBD
QuelleIn: Beyond Behavior, 29 (2020) 1, S.52-61 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit 
ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1074-2956
DOI10.1177/1074295620904024
SchlagwörterSpecial Education Teachers; Administrator Role; Teacher Administrator Relationship; Professional Development; Instructional Effectiveness; Reading Instruction; Students with Disabilities; Behavior Disorders; Emotional Disturbances; Teaching Conditions; Educational Quality; Teacher Collaboration; Collegiality; Time Management; Educational Resources; Teacher Responsibility
AbstractSpecial educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators' working conditions to improve the reading instruction that students with EBD receive in self-contained settings. (As Provided).
AnmerkungenSAGE 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 vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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