Does the presence of a classmate with emotional/behavioral disabilities link to other students’ absences in kindergarten?

Gottfried, Michael A.; Egalite, Anna J.; Kirksey, J. Jacob

doi:10.1016/j.ecresq.2016.02.002

Cited by 44 publications

(44 citation statements)

References 61 publications

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“…Studies of out-of-field placement, when a teacher is assigned classes in an area in which they are not certified or trained, also suggest the importance of training and certification to attenuate to turnover (Donaldson & Johnson, 2010;Ingersoll, 1999). Preparation or skill, STUDENTS WITH DISABILITIES AND TURNOVER 6 commonly indicated in the existing literature by certification (e.g., Feng & Sass, 2013;Gottfried et al, 2016;Mason-Williams, 2015;Mason-Williams & Gagnon, 2017), could play an important role in teacher turnover especially in light of the varied skills indicated by special education and general education certification.…”

Section: Preparation As a Moderatormentioning

confidence: 99%

“…When general education teachers have classes that include large numbers of SWDs, their job requirements may not match their training and teaching skills. Special education certification, or coursework in special education, appears to include a set of skills particularly important for working with SWDs (Feng & Sass, 2013;Gottfried, 2014;Gottfried, Egalite, & Kirksey, 2016;Nougaret, Scruggs, & Mastropieri, 2005;Sindelar, Daunic, & Rennells, 2004). Some literature has shown that SWDs score better on state standardized assessments when they are taught by a special education certified teacher (Feng & Sass, 2013).…”

Section: Differences Between Special Education and General Education mentioning

confidence: 99%

“…For example, teachers report spending less time on instruction when they have more SWDs in their classes STUDENTS WITH DISABILITIES AND TURNOVER 23 (Cooc, working paper). The emerging findings that SWDs' peers without disabilities may have lower academic and behavioral outcomes when they have classmates with disabilities (Gottfried, 2014;Gottfried et al, 2016;Gottfried & Harven, 2015)…”

Section: Turnover and Swds' Outcomesmentioning

confidence: 99%

“…We used certification as an indicator of a teacher's special education training. Though certification is often used in research as an indicator of skill and training in special education (e.g., Feng & Sass, 2013;Gottfried et al, 2016;Mason-Williams, 2015;Mason-Williams & Gagnon, 2017), certification is a coarse indicator as training, and teachers' skills, likely vary across certification programs.…”

Section: Students With Disabilities and Turnover 27mentioning

confidence: 99%

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The association between teaching students with disabilities and teacher turnover.

Gilmour¹,

Wehby²

2020

Journal of Educational Psychology

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More students with disabilities (SWDs) are being educated in general education classrooms than ever before, resulting in higher expectations for the abilities of general education teachers to meet SWDs' educational needs. Yet few recent, quantitative studies have examined if teaching SWDs influences general education certified or special education certified teachers' decisions to remain teaching at their same school. We fit multilevel logistic regression models to a large state administrative dataset in order to examine (1) if the percentage of SWDs a teacher instructs was associated with turnover, (2) if this association varied by student disability, and (3) how these associations were moderated by special education certification. The percentage of SWDs in teachers' classes was associated with an increase in the odds of turnover after controlling for teacher, classroom, and school characteristics. This association was completely moderated by special education certification and dual-certification in special education and general education such that there was not an association between the percentage of SWDs in these teachers' classes and their odds of turnover. Teaching students with behavioral disorders was associated with a large increase in the odds of turnover for all categories of teachers. Results suggest the need for more training and supports for teachers with SWDs in their classrooms.

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Section: Preparation As a Moderatormentioning

confidence: 99%

Section: Differences Between Special Education and General Education mentioning

confidence: 99%

Section: Turnover and Swds' Outcomesmentioning

confidence: 99%

Section: Students With Disabilities and Turnover 27mentioning

confidence: 99%

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The association between teaching students with disabilities and teacher turnover.

Gilmour¹,

Wehby²

2020

Journal of Educational Psychology

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“…Studies on the problems of mainstreaming students with special needs into regular classrooms (Gottfried, Egalite, & Kirksey, 2016) or how best to accommodate non-native speakers of English to become proficient readers and successful students (Coady, Harper, & de Jong, 2015) are examples. It appears that the number of educational issues has not been tabulated collectively, nor do the issues seem to be quantifiable given the multiplicity of sub-issues which derive from them.…”

Section: Introductionmentioning

confidence: 99%

Doctoral Dissertation Topics in Education: Do They Align with Critical Issues?

Weber

Allen

2016

IJDS

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American society faces complex educational issues which impact many facets of its national interests. Institutions of higher education are granting doctoral degrees to educational leaders, but it is not known to what extent their dissertation topics are aligned with both longstanding and critical issues in education. Using a theoretical framework synthesizing Paul and Elder's critical thinking model and Kuhlthau's information seeking process, this study examines a set of education doctoral dissertation topical selections and categorizes them by general themes in relationship to many of the recognized educational issues in the United States.Investigators categorized dissertations from four departments within the College of Education of their home institution. The dataset, retrieved from ProQuest Dissertations and Theses Global, consisted of 231 documents published between 2005 and 2014. Through an inter-rater process examining dissertation titles, abstracts, and keywords, the dissertations were assigned critical issue themes culled from nine editions of a college text, and then categorized under a broader topical scheme situated within a well-used educational research website. Findings indicated that most dissertations concentrated in studies that researched problems and issues within schools. Further, some of the issues considered longstanding were not studied by dissertation authors within the sample. For example, privatization of schools and classroom discipline and justice were not selected for study. Findings also suggest new directions for those responsible for dissertation supervision and topic selection. The study adds to the literature on dissertation topic selection that addresses existing educational issues.

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Violence in the Life Course

Robinson-Edwards

2021

Faith, Identity and Homicide

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Does the presence of a classmate with emotional/behavioral disabilities link to other students’ absences in kindergarten?

Cited by 44 publications

References 61 publications

The association between teaching students with disabilities and teacher turnover.

The association between teaching students with disabilities and teacher turnover.

Doctoral Dissertation Topics in Education: Do They Align with Critical Issues?

Violence in the Life Course

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