140
Views
18
CrossRef citations to date
0
Altmetric
Original Article

Teachers of Students With Emotional and Behavioral Disorders Reported Professional Development Needs: Differences Between Fully Licensed and Emergency-Licensed Teachers

, &
Pages 41-46 | Published online: 07 Aug 2010

References

  • Clark-Chiarelli, N., & Singer, J. D. (1995). Teachers of students with emotional and behavioral disorders: Who they are and how they view their jobs. In J. M. Kauffman, J. W. Lloyd, D. P. Hallahan, & T. A. Astuto (Eds.), Issues in educational placement: Students with emotional and behavioral disorders (pp. 145-168). Hillsdale, NJ: Erlbaum.
  • Council for Exceptional Children (2000). "Special education teaching conditions must be improved!" says CEC. CEC Today, 6(8), 1, 5, 15.
  • Council for Exceptional Children. (2004, July 15). No Child Left Behind Act of 2001: Reauthorization of the Elementary and Secondary Education Act (a technical assistance resource). Retrieved January 26, 2005, from
  • Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003). What is special about special education for students with emotional or behavioral disorders? Journal of Special Education, 37, 148-156.
  • Maag, J. W., & Katsiyannis, A. (1999). Teacher preparation in E/BD: A national survey. Behavioral Disorders, 24, 189-196.
  • Mooney, P., Denny, R. K., & Gunter, P. L. (2004). The impact of NCLB and the reauthorization of IDEA on academic instruction of students with emotional and behavioral disorders. Behavioral Disorders, 29, 237-246.
  • Nougaret, A. A., & Scruggs, T. E. (2004). The impact of licensure status on the pedagogical competence of first year special education teachers. Manuscript submitted for publication.
  • Ruhl, K. L., & Berlinghoff, D. H. (1992). Research on improving behaviorally disordered students' academic performance: A review of the literature. Behavioral Disorders, 17, 178-190.
  • Sanders, W. L., & Horn, S. P. (1998). Research findings from the Tennessee Value-Added Assessment System (TVAAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12, 247-256.
  • Steinberg, Z., & Knitzer, J. (1992). Classrooms for emotionally and behaviorally disturbed students: Facing the challenge. Behavioral Disorders, 17, 145-156.
  • Stempien, L. R., & Loeb, R. C. (2002). Differences in job satisfaction between general education and special education teachers: Implications for retention. Remedial and Special Education, 12, 258-268.
  • Sutherland, K. S., & Morgan, P. (2003). Implications of transactional processes in classrooms for students with EBD. Preventing School Failure, 48, 32-37.
  • Sutherland, K. S., & Singh, N. N. (2004). Learned helplessness and students with EBD: Deprivation in the classroom. Behavioral Disorders, 29, 169-181.
  • U.S. Department of Education. (2001). Twenty-third annual report to Congress on the implementation of the Individuals With Disabilities Education Act. Washington, DC: Author.
  • U.S. Department of Education. (2003, September 12>). Improving teacher quality: Non-regulatory guidance (revised draft). Academic Improvement and Teacher Quality Programs, Office of Elementary and Secondary Education.
  • Wehby, J. H., Symons, F. J., Canale, J. A., & Go, F. J. (1998). Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies between recommendations and observations. Behavioral Disorders, 24, 51-56.
  • Wehby, J. H., Symons, F. J., & Shores, R. E. (1995). A descriptive analysis of aggressive behavior in classrooms for children with emotional and behavioral disorders. Behavioral Disorders, 20, 87-105.
  • Whitaker, S. D. (2000). Mentoring beginning special education teachers and the relationship to attrition. Exceptional Children, 66, 546-558.
  • Greenbaum, P. E., Dedrick, R. F., Friedman, R. M., Kutash, K., Brown, E. C., Lardieri, S. P., et al. (1998). National Adolescent and Child Treatment Study (NACTS): Outcomes for children with serious emotional and behavioral disturbance. In M. H. Epstein, K. Kutash, & A. Duchnowski (Eds.), Outcomes for children and youth with emotional and behavioral disorders and their families: Programs and evaluation best practices (pp. 21-54). Austin, TX: PRO-ED.
  • Webber, J., & Scheuermann, B. (1997). A challenging future: Current barriers and recommended action for our field. Behavioral Disorders, 23, 167-178.
  • Davis, C. A., Lane, K. L., Sutherland, K., Gunter, P. L., Denny, R. K., Pickens, P., et al. (2004). Differentiating curriculum and instruction on behalf of students with emotional and behavioral disorders within general education setting. Arlington, VA: Council for Exceptional Children.
  • Gunter, P. L. (2003, February). Effective instruction for students with behavior disorders: Current issues, challenges, and compromises. Keynote address at the Mid-western Symposium for Leadership in Behavior Disorders, Kansas City, Missouri.
  • Gunter, P. L., & Denny, R. K. (1998). Trends and issues in research regarding academic instruction of students with emotional and behavioral disorders. Behavioral Disorders, 24, 44-50.
  • Kauffman, J. M. (2001). Characteristics of children's behavior disorders (7th ed.). Columbus, OH: Merrill.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.