基于项目的学习对情感/行为支持课堂中学生行为和教师职业倦怠的影响

IF 1.7 3区 心理学 Q2 EDUCATION, SPECIAL
Jonte’ C. Taylor, L. Meghan Allen, Jared Van, Michele Moohr
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引用次数: 0

摘要

在美国,教师是压力最大的职业之一。对于负责满足残疾学生,尤其是有情绪和行为障碍(EBD)的学生的复杂需求的教师来说,更是如此。事实上,与从事特殊教育和普通教育的教师相比,情绪和行为障碍(EBD)教师出现职业倦怠的风险更高。这种职业倦怠导致 EBD 教师离开 EBD 专业,离开特殊教育领域,或离开整个教师职业。缓解幼儿发展教师外流的一个办法是提供更广泛的教学机会。基于项目的学习(PBL)是 EBD 教师不常用的一种教学方法。本研究探讨了使用 PBL 教学为学生提供行为支持及其对 EBD 教师压力和工作满意度的影响。研究表明,PBL 能够改善学生的课堂和个人行为,并提高 EBD 教师的工作满意度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effects of Project-Based Learning on Student Behavior and Teacher Burnout in an Emotional/Behavioral Support Classroom
Teaching is one of the most stressful occupations in America. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education and general education colleagues. This burnout leads EBD teachers to leave the specialization of EBD, leave the field of special education, or leave the teaching profession as a whole. One way to mitigate this exodus of EBD teachers is to provide a broader pedagogical opportunity. Project-based learning (PBL) is a pedagogical methodology that is not often used by EBD teachers. The current study examines the use of PBL teaching to support students behaviorally and its impact on EBD teacher stress and job satisfaction. PBL was shown to improve student classroom and personal behaviors as well as increase job satisfaction for EBD teachers.
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来源期刊
CiteScore
4.10
自引率
10.50%
发文量
29
期刊介绍: The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.
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