In-Service Teachers\u27 Perceptions of Students with Emotional Behavioral Disorder

Teachers play an important role in the education of children with emotional and behavioral disorders (EBD). While parents and caretakers often are aware of their child’s difficulties, educators witness the child’s level of progress (VanGelder, Sitlington, & Morrison-Pugh, 2008). Teachers are these students’ first advocates within the academic setting. According to one study, a majority of teachers working with these students are planning on leaving their positions within the next five years (Adera & Bullock, 2010). Another study found that special education teachers are more likely to leave their position than those in general education fields such as math and science (Billingsley, 2004). Therefore, it is important to examine teachers’ perceptions regarding children with EBD in order to promote teacher satisfaction and decrease stress. This study examined in-service teachers\u27 perceptions of students with emotional-behavioral disorders as well as job satisfaction. Participants were general and special education teachers working in school districts throughout Southern Minnesota. Respondents completed an online survey with questions regarding professional interests, expected career paths, and reactions to stereotypical perceptions of students with EBD. It was hypothesized that perceptions of in-service teachers would vary among years spent teaching, percentage of time spent working directly with EBD students, and differing levels of coping abilities and methods. This study revealed current perceptions in the teacher population, as well as where and when the perceptions develop. Results were utilized to determine how to improve teachers\u27 understanding of students with EBD and to create better work environments for teachers who work with these students. Implications of these findings will be discussed to increase professional support and career satisfaction

A Brief Examination of Predictors of E-Learning Success for Novice and Expert Learners

As the prevalence of e-learning continues to grow in higher education settings, so too does the need for empirical research examining the antecedents of success in this environment. Previous research has suggested some characteristics that may determine success in an online course; however, little empirical evidence exists relating potential predictors of e-learning success with actual performance outcomes, particularly for different levels of learners. Students new to college may need different kinds of support to succeed in an online course compared to students with more experience in taking college-level courses, whether online or in-class, and navigating institutional resources. A primary goal of the current study is to determine the kinds of support needed to help lower-level and upper-level learners succeed in an e-learning environment. We assess several predictors of e-learning success and compare the relative effectiveness of these characteristics across novice and expert learners. Findings suggest that for lower-level students, access to technology predicted learner performance, whereas for upper-level students, motivation and self-discipline predicted learner performance. We discuss the implications of these results for e-learning instructors, instructional designers, and knowledge management practitioners

Investigating Teachers\u27 Perceptions of Students with EBDs

Teachers play an important role in the education of children with emotional and behavioral disorders (EBD). While parents and caretakers often are aware of their child’s difficulties, educators witness the child’s level of progress (VanGelder, Sitlington, & Morrison-Pugh, 2008). Teachers are these students’ first advocates within the academic setting. Unfortunately, a majority of teachers working with these students are planning on leaving their positions within the next five years (Adera & Bullock, 2010). Therefore, it is important to examine teachers’ perceptions regarding children with EBD in order to promote teacher satisfaction and lower stress. This study examined in-service teachers\u27 perceptions of students with emotional-behavioral disorders as well as job satisfaction. Participants were general and special education teachers working in school districts throughout Southern Minnesota. Respondents completed an online survey with questions regarding professional interests, expected career paths, and reactions to stereotypical perceptions of students with EBD. Perceptions of in-service teachers were expected to vary among years spent teaching, percentage of time spent working directly with EBD students, and differing levels of coping abilities and methods. This study will reveal current perceptions in the teacher population, as well as where and when the perceptions arise. Results will be utilized to determine how to improve teachers\u27 understanding of students with EBD and encourage better work environments for teachers who work with students with EBD. Implications of these findings will be discussed to increase professional support and career satisfaction