Literaturnachweis - Detailanzeige
Autor/inn/en | Steed, Elizabeth A.; Leech, Nancy L.; Shapland, Dorothy |
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Titel | Early Childhood Teachers' Inclusion in Their Elementary School's Social-Emotional Multitiered System of Supports: A Mixed Methods Study |
Quelle | In: Journal of Positive Behavior Interventions, 25 (2023) 2, S.95-107 (13 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1098-3007 |
DOI | 10.1177/10983007221120282 |
Schlagwörter | Early Childhood Teachers; Inclusion; Social Emotional Learning; Preschool Teachers; Elementary School Teachers; Colorado Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Inklusion; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Grundschule; Volksschule |
Abstract | In this mixed methods study, we used a state-wide survey to explore the perceptions of 936 preschool through second-grade teachers about inclusion in their elementary school's social-emotional multitiered system of supports (MTSS). Overall, early childhood teachers reported feeling included in their school's social-emotional MTSS. Results of a one-way between-subjects analysis of variance (ANOVA) indicated that preschool teachers working in elementary schools reported general agreement about being included, but not as strongly as kindergarten, first-, and second-grade teachers. Qualitative analyses of teachers' open-ended responses revealed similar grade-level patterns. When early childhood teachers did not feel included, they described feeling separate from the rest of the school, using a different social-emotional approach, or the school's social-emotional MTSS approach not being appropriate for their students. Inclusion in school-wide activities and implementation issues, such as consistency across teachers, an efficient behavioral MTSS process, and training opportunities, affected teachers' feelings of inclusion in the social-emotional MTSS. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |