美国风险公立学校前体的探索:残疾儿童和非残疾儿童的比较行为概况

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-04-06 DOI:10.1080/1045988X.2022.2059430

Myung-Sook Koh

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引用次数: 0

摘要

几十年来，美国教育一直受到学生成绩低、教师流失高和熟练教师短缺的威胁。破坏性课堂行为是教师流失和相互关联二分法的主要原因，但相对于特殊教育，通识教育缺乏称职的教师准备和建设性的行为补救。研究发现，有残疾和没有残疾的K-12学生表现出不同的行为特征，但这两种特征的数量和质量都需要适当的教师准备和结构化行为干预系统的实施。对公立学校系统性挑战的研究含义进行了广泛讨论，并提出了建议的下一步措施。

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An exploration of precursors for at-risk American public schools: The comparative behavioral profiles between children with and without disabilities

Abstract American education has been threatened by low student achievement, high teacher attrition, and proficient teacher shortages for decades. Disruptive classroom behaviors are the primary contributor to teacher attrition and the interlinked dichotomy, but relative to special education, general education lacks both competent teacher preparation and constructive behavior remediation. The study found K–12 students with and without disabilities to exhibit different behavior profiles, but the quantity and quality of both profiles warrant the need for proper teacher preparation and implementation of structured behavior intervention systems. Study implications regarding public schools’ systematic challenges were discussed extensively with recommended next steps.

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.