Teasing is a prevalent behavior in schools that can result in both positive and negative outcomes for students. This article presents an exploratory investigation into teachers' perceptions of teasing in schools, an underrepresented perspective in the literature. Semistructured interviews with 28 teachers of grades 4-8 revealed complex decision-making processes regarding how they differentiate between teasing and bullying interactions and how they select and implement interventions. These processes suggested that teachers conceptualize teasing as a prosocial or an antisocial behavior. Implications and opportunities for future research also are discussed.
Students with disabilities continue to perform below peers without disabilities in writing. To address the need for improving written expression for students with learning differences, schools are implementing instructional strategies. This study investigated teacher perceptions of a fouryear, school-wide, K-12 implementation of Strategic Instruction Model (SIM) Learning Strategies addressing written expression. A survey (n=22) and semi-structured interviews (n=16) were administered to examine the perceptions of educators on school-wide supports to strengthen writing skills across all grades and content areas. The analysis of these data can provide insight to faculty knowledge and attitudes toward implementation of SIM as well as guidance to inform change and implementation practices in providing targeted intervention in writing to address K-12 goals for students with various learning differences.
Teacher preparation programs play an important role in preparing future special education teachers in the implementation of evidence-based interventions for students with disabilities. The purpose of this study was to examine the social validity and effects of two training strategies––video performance feedback and self-monitoring—on systematic instruction implementation of 51 pre-service special education teachers enrolled in a cross-categorical program. Systematic instruction implementation focused on two common response prompting systems––constant time delay and system of least prompts––across discrete and chained skills. Our findings indicate that, overall, both training strategies were effective in improving pre-service teachers’ systematic instruction implementation. Across both training strategies and response prompting systems, there were significant gains in implementation when used to teach chained skills. Additionally, pre-service teachers found both training strategies effective and feasible. We present implications for teacher preparation and future research directions.
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