Use of Staff Development by Teachers and Aides with Emotionally Disturbed and Behavior Disordered Students

Staff development instruction to 45 teachers and aides with ED/BD students in 13 schools resulted in significantly improved classroom performance of participants in schools with adequate to exemplary administrative support. In schools with inadequate administrative support no participant attained th...

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Bibliographic Details
Published in:Teacher Education and Special Education 1986-07, Vol.9 (3), p.104-112
Main Authors: Wood, Mary M., Combs, Carolyn, Walters, Lynda H.
Format: Article
Language:English
Subjects:
Behavior Disorders
Elementary Secondary Education
Emotional Disturbances
Inservice Teacher Education
Staff Development
Teacher Administrator Relationship
Teacher Aides
Teacher Effectiveness
Teaching Experience
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Summary:Staff development instruction to 45 teachers and aides with ED/BD students in 13 schools resulted in significantly improved classroom performance of participants in schools with adequate to exemplary administrative support. In schools with inadequate administrative support no participant attained the criterion performance level. Area of prior educational preparation and entry-level performance were related to outcome performance scores. Variables not related significantly to performance outcomes were prior teaching experience in special or general education, highest degree, instructional hours of lecturelworkshop, and instructional hours of individual classroom observation and feedback.
ISSN:0888-4064
1944-4931
DOI:10.1177/088840648600900302