Literaturnachweis - Detailanzeige
Autor/inn/en | Bettini, Elizabeth; Cumming, Michelle M.; Brunsting, Nelson C.; McKenna, John William; Cooper Schneider, Caitlin; Muller, Rebecca; Peyton, David |
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Titel | Administrators' Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students with EBD |
Quelle | In: Beyond Behavior, 29 (2020) 1, S.52-61 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1074-2956 |
DOI | 10.1177/1074295620904024 |
Schlagwörter | Special 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 Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Leseunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsstörung; Lehrbedingungen; Unterrichtsbedingungen; Quality of education; Bildungsqualität; Lehrerkooperation; Kollegialität; Zeitmanagement; Bildungsmittel; Lehrverpflichtung |
Abstract | Special 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). |
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 | 2024/1/01 |