Zobrazeno 1 - 10
of 105
pro vyhledávání: '"Allison F. Gilmour"'
Autor:
Allison F. Gilmour, Lia E. Sandilos
Publikováno v:
Journal of Emotional and Behavioral Disorders. 31:109-119
School administrators make decisions that directly affect the educational context in which teachers work and students learn. In this commentary, we argue that addressing the burnout of individual special educators without attending to school working
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be69e6666e5d49a8b386cf36a8f5ca65
https://doi.org/10.1177/10634266221149933
https://doi.org/10.1177/10634266221149933
Publikováno v:
Remedial and Special Education. 44:171-183
We used five waves of nationally representative data over 16 years from the Schools and Staffing Survey, National Teacher Principal Survey, and Teacher Follow-up Survey to descriptively examine how the roles, responsibilities, preparation, and suppor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f4a8211a2978a9b3fa9b977ac85bfc4d
https://doi.org/10.1177/07419325221113016
https://doi.org/10.1177/07419325221113016
Publikováno v:
Exceptional Children. 88:401-420
We examined the association between the percentage of students with disabilities (SWD) in general education teachers’ classes and their likelihood of turnover, investigating potential internal and external resources (certification, experience, prep
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::63eac510db19d3033d2fdf7d48575788
https://doi.org/10.1177/00144029221081239
https://doi.org/10.1177/00144029221081239
Publikováno v:
Exceptional Children. 88:283-301
Scholars have documented long-standing disparities in access to well-qualified, well-supported teachers, including disparities in access to special education teachers (SETs), based on student socioeconomic status. In response, policy initiatives have
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ee64ca192a107650a4e5380b132a4b13
https://doi.org/10.1177/00144029211024137
https://doi.org/10.1177/00144029211024137
Publikováno v:
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 45:204-226
Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ecaace93f314a86cfc0c5b00d42c2bcf
https://doi.org/10.1177/08884064211046237
https://doi.org/10.1177/08884064211046237
Publikováno v:
Journal of Emotional and Behavioral Disorders. 30:16-28
Teachers may have affective responses to teaching students with emotional/behavioral disorders (EBD) that influence their effectiveness. We used latent profile analysis to examine the burnout profiles of 102 K–Grade 6 general education and special
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c74609fedd86ae3aced43265a540f452
https://doi.org/10.1177/10634266211020258
https://doi.org/10.1177/10634266211020258
Autor:
Eleanor M. Hancock, Ashley Rila, Allison F. Gilmour, Amanda W. Sheaffer, Alyssa M. Van Camp, Joseph H. Wehby, Allison L. Bruhn, Josephine Fernando
Publikováno v:
Journal of Positive Behavior Interventions. 24:156-168
Self-monitoring is one of the most widely used and widely researched strategies for improving student behavior. However, specific research-based guidance about how to design effective self-monitoring interventions and to whom they should be delivered
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b513bbeb5cbaba122425ee87b836b2b3
https://doi.org/10.1177/1098300720946651
https://doi.org/10.1177/1098300720946651
Autor:
Allison F. Gilmour, Joseph H. Wehby
Publikováno v:
Journal of Educational Psychology. 112:1042-1060
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, quantitati
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3c1d9e94c5968a3d41a07002fa7d5444
https://doi.org/10.1037/edu0000394
https://doi.org/10.1037/edu0000394
Autor:
Nathan D. Jones, Allison F. Gilmour
Publikováno v:
Educational Researcher. 49:645-655
Educational policies addressing instruction may fail to acknowledge that effective instruction is not the same for all learners. We reviewed teacher evaluation systems across all states and the 25 largest districts to determine how states and distric
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::95339b7ebd4886f73646da4d934f0411
https://doi.org/10.3102/0013189x20935039
https://doi.org/10.3102/0013189x20935039
Publikováno v:
Journal of Autism and Developmental Disorders. 51:550-563
Although typically taught by special educators, few studies have examined if certification area is associated with academic outcomes for students with autism spectrum disorders (ASDs). The purpose of this study was to determine whether students with
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8ae96c5f1a25b8deec73ad4f678e001a
https://doi.org/10.1007/s10803-020-04561-w
https://doi.org/10.1007/s10803-020-04561-w