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Direct linkBaker, Courtney N.; Peele, Haley; Daniels, Monica; Saybe, Megan; Whalen, Kathleen; Overstreet, Stacy – School Psychology Review, 2021
The COVID-19 pandemic has placed significant demands on teachers. The current study uses needs assessment data gathered from 454 New Orleans charter school teachers (81% women; 55% Black; 73% regular education) during the first months of the pandemic. On average, teachers experienced seven stressors (out of 18 surveyed) and four protective factors…
Descriptors: COVID-19, Pandemics, Mental Health, Coping
Kulkarni, Saili S.; Bland, Samuel; Gaeta, Joanna Marinia – Teacher Education and Special Education, 2022
Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and…
Descriptors: Special Education Teachers, Minority Group Teachers, Students with Disabilities, Social Bias
Ciampa, Katia; Reisboard, Dana M. – Multicultural Education Review, 2021
The single-site case study described herein is part of a two-year professional development (PD) initiative aimed at helping teachers from an urban elementary (K-8) school learn how to implement explicit, transactional comprehension strategy instruction across grades using culturally relevant books. This paper describes the urban elementary…
Descriptors: Elementary School Teachers, Urban Schools, Culturally Relevant Education, Faculty Development
