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Experiences of Working Conditions among Special Education Teachers of Color Serving Students with EBD
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Bettini, Elizabeth; Brunsting, Nelson C.; Scott, LaRon A.; Kaler, Lindsey; Moore, Dani Parker; O'Brien, Kristen Merrill; Cumming, Michelle M. – Journal of Emotional and Behavioral Disorders, 2022
Consistent evidence indicates the importance of teachers of color for experiences and outcomes of students of color. Fortunately, extant studies consistently indicate special education teachers (SETs) teaching students with EBD are more likely to be people of color than other SETs. These SETs require supportive working conditions, but, to our…
Descriptors: Special Education Teachers, Minority Group Teachers, Teaching Conditions, Work Environment
Special Educators' Working Conditions, Self-Efficacy, and Practices Use with Students with Emotional/Behavioral Disorders
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Cumming, Michelle M.; O'Brien, Kristen Merrill; Brunsting, Nelson C.; Bettini, Elizabeth – Remedial and Special Education, 2021
Students with emotional/behavioral disorders (EBD) in self-contained settings depend on special educators to deliver high-quality instruction and behavior management, and special educators depend on administrators to create supportive working environments. Yet, to date, no studies have examined how working conditions relate to special educators'…
Descriptors: Students with Disabilities, Emotional Disturbances, Behavior Disorders, Special Education Teachers
Working Conditions in Self-Contained Settings for Students with Emotional Disturbance
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Bettini, Elizabeth A.; Cumming, Michelle M.; Merrill, Kristen L.; Brunsting, Nelson C.; Liaupsin, Carl J. – Journal of Special Education, 2017
Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of…
Descriptors: Emotional Disturbances, Self Contained Classrooms, Evidence Based Practice, Special Education Teachers
Administrators' Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students with EBD
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Bettini, Elizabeth; Cumming, Michelle M.; Brunsting, Nelson C.; McKenna, John William; Cooper Schneider, Caitlin; Muller, Rebecca; Peyton, David – Beyond Behavior, 2020
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…
Descriptors: Special Education Teachers, Administrator Role, Teacher Administrator Relationship, Professional Development
Administrators' Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students with EBD
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PDF on ERIC Download full text
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Bettini, Elizabeth; Cumming, Michelle M.; Brunsting, Nelson C.; McKenna, John William; Schneider, Caitlin Cooper; Muller, Rebecca; Peyton, David – Grantee Submission, 2020
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…
Descriptors: Special Education Teachers, Administrator Role, Teacher Administrator Relationship, Professional Development
Special Educators' Working Conditions in Self-Contained Settings for Students with Emotional or Behavioral Disorders: A Descriptive Analysis
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O'Brien, Kristen Merrill; Brunsting, Nelson C.; Bettini, Elizabeth; Cumming, Michelle M.; Ragunathan, Maalavika; Sutton, Rachel – Exceptional Children, 2019
Special education teachers (SETs) who teach students with emotional or behavioral disorders (EBD) in self-contained settings are often less qualified, more stressed and burned out, and more likely to leave teaching than other SETs, resulting in a less effective workforce teaching students with significant behavioral and academic needs. Working…
Descriptors: Special Education Teachers, Teaching Conditions, Self Contained Classrooms, Emotional Disturbances
Predicting Special Educators' Intent to Continue Teaching Students with Emotional or Behavioral Disorders in Self-Contained Settings
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Bettini, Elizabeth; Cumming, Michelle M.; O'Brien, Kristen Merrill; Brunsting, Nelson C.; Ragunathan, Maalavika; Sutton, Rachel; Chopra, Akash – Exceptional Children, 2020
Schools experience difficulty retaining special educators to serve students with emotional or behavioral disorders (EBD) in self-contained settings, as they have higher rates of burnout and attrition than other educators. Administrators could prevent these outcomes by improving working conditions, but research provides limited insights into which…
Descriptors: Special Education Teachers, Intention, Students with Disabilities, Emotional Disturbances