School to School Collaboration

Friend, Marilyn; Barron, Tammy

doi:10.1016/b978-0-08-097086-8.92129-9

Cited by 7 publications

(12 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Given the steep emotional demands of frequent interpersonal interaction in professional settings, burnout is most prominent in organizational settings in which interpersonal interactions are at the core of employees’ work (Schaufeli et al, 2009), such as teaching. Because SETs’ work is highly collaborative (Friend, 2021) and often includes interpersonal responsibilities for students who struggle with emotional regulation (Kerr & Brown, 2016; Mackenzie, 2012; Stark & Koslouski, 2021), burnout has been a particular concern in special education, and it is not surprising many SETs report high levels of burnout (Brunsting et al, 2014; Park & Shin, 2020).…”

Section: Burnout As a Risk Factor For Attrition Among Teachers Of Stu...mentioning

confidence: 99%

Self-Efficacy, Burnout, and Intent to Leave for Teachers of Students With Emotional and Behavioral Disorders

Brunsting,

Stark,

Bettini

et al. 2023

Behavioral Disorders

View full text Add to dashboard Cite

Due to ongoing and severe teacher shortages, preparing and sustaining a skilled special education teacher (SET) workforce is a top policy priority. Understanding predictors of SETs’ intent to leave is crucial for policy makers and school leaders alike, as they seek to develop interventions to support retention efforts. In this study, we examined attrition intentions among SETs serving students with emotional and behavioral disorders (EBDs), using longitudinal survey data from a nationally representative sample of teachers in the 2019–2020 school year (fall-winter-spring). We measured teachers’ self-efficacy and burnout in fall, winter, and spring as well as teachers’ intent to leave in spring. We found all three dimensions of fall burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) had an indirect effect on spring intent to leave. All three dimensions of burnout in the spring predicted intent to leave, as did winter scores on depersonalization. Cross-time relationships between of dimensions of self-efficacy and burnout were revealed; however, at no timepoint was self-efficacy a significant predictor of intent to leave in spring, whether directly or indirectly. We discuss implications for both practitioners and researchers.

show abstract

Section: Burnout As a Risk Factor For Attrition Among Teachers Of Stu...mentioning

confidence: 99%

Self-Efficacy, Burnout, and Intent to Leave for Teachers of Students With Emotional and Behavioral Disorders

Brunsting,

Stark,

Bettini

et al. 2023

Behavioral Disorders

View full text Add to dashboard Cite

show abstract

“…As an example, coteaching, the combining of a special educator and a general educator to deliver qualitatively different instruction in the general education classroom (Friend & Cook, 2017), is an oft-used service delivery model for providing special education in inclusive settings (e.g., Cook et al, 2017). Studies of coteaching provide a glimpse of the varied interpretations of what constitutes SDI.…”

Section: Historical and Legal Perspectivementioning

confidence: 99%

Defining Specially Designed Instruction: A Systematic Literature Review

Rodgers

Weiss

Ismail

2021

Learn Disabil Res Pract

View full text Add to dashboard Cite

Specially designed instruction (SDI) is at the heart of special education. The broad legal definition of SDI allows special educators to customize it for students, but could lead to role ambiguity, particularly in inclusive classes where most students with learning disabilities receive services. To examine interpretations of SDI, we conducted a systematic literature review. We identified 73 relevant documents and conducted a content analysis to determine how authors defined what SDI is, who provides it, where it is provided, and why it is offered. We found that conceptualizations of SDI varied widely across documents, and even contradicted each other at times. We present our findings and discuss implications of them for implementation of SDI in practice.

show abstract

“…LRE embodies a broad continuum of placement options from general education to fully separate, specialized educational settings. One method to increase inclusion is coteaching, where a general education and special education teacher work together (through various models such as one-teach-one-assist, station teaching, and parallel teaching; Friend & Cook, 2016).…”

Section: Inclusive Settingsmentioning

confidence: 99%

“…The two participating teachers cotaught in parallel, a model of inclusive coteaching in which two teachers offer instruction to separate groups of students on similar curricular goals (Friend & Cook, 2016). The special education teacher was a White male with 4 years of teaching experience and 2 years of teaching in the current grade assignment and school.…”

Section: Participantsmentioning

confidence: 99%

Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings

FitzPatrick

McKeown²

2021

Learn Disabil Res Pract

View full text Add to dashboard Cite

Writing is an essential academic skill that proves challenging for many learners both with and without diagnosed learning disabilities. In this multiple probe across participants study, a fifth‐grade special educator in an inclusive setting implemented Self‐regulated Strategy Development for the informational genre. Eight Black students participated—five had IEPs, three were referred by teachers. Research questions explored fidelity of SRSD instruction following practice‐based professional development; social validity; and the impact on writing outcomes including genre elements, length, holistic quality, strategy use, and academic vocabulary. The teacher implemented SRSD with high fidelity. All writing outcomes increased following intervention. Instances of copying text directly from sources decreased. Both teacher and students rated SRSD high on measures of social validity.

show abstract

School to School Collaboration

Cited by 7 publications

References 14 publications

Self-Efficacy, Burnout, and Intent to Leave for Teachers of Students With Emotional and Behavioral Disorders

Self-Efficacy, Burnout, and Intent to Leave for Teachers of Students With Emotional and Behavioral Disorders

Defining Specially Designed Instruction: A Systematic Literature Review

Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings

Contact Info

Product

Resources

About