An Exploration of Precursors for At-Risk American Public Schools: The Comparative Behavioral Profiles between Children with and without Disabilities

Autor/in	Koh, Myung-Sook
Titel	An Exploration of Precursors for At-Risk American Public Schools: The Comparative Behavioral Profiles between Children with and without Disabilities
Quelle	In: Preventing School Failure, 66 (2022) 3, S.247-255 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koh, Myung-Sook)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2022.2059430
Schlagwörter	Student Behavior; Behavior Problems; Elementary Secondary Education; Students with Disabilities; Student Characteristics; Intervention; Public Schools; Faculty Mobility; Labor Turnover; Teaching Conditions; General Education; Special Education; Preservice Teachers; Behavior Modification; Inclusion; Special Classes + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Public school; Öffentliche Schule; Lehrbedingungen; Unterrichtsbedingungen; Allgemein bildendes Schulwesen; Allgemeinbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Behaviour modification; Verhaltensänderung; Inklusion; Special class; Sonderklasse
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01