TY - JOUR
T1 - Situating Special Educators’ Instructional Quality and Their Students’ Outcomes within the Conditions Shaping Their Work
AU - Bettini, Elizabeth
AU - Park, Yujeong
AU - Benedict, Amber
AU - Kimerling, Jenna
AU - Leite, Walter
N1 - Publisher Copyright:
© 2016 Taylor & Francis.
PY - 2016/7/2
Y1 - 2016/7/2
N2 - This investigation examined relationships among special education teachers’ working conditions (e.g., classroom characteristics, administrative support), personal characteristics (e.g., experience, certification status, self-efficacy), instructional quality, and students with disabilities’ reading achievement and behavioral outcomes. Data from the 2004–2005 administration of the Special Education Elementary Longitudinal Study were used. Confirmatory factor analysis was used to test the fit of models for five latent factors. Hybrid structural models were applied to test the hypothesis that working conditions would be positively associated with special education teachers’ self-efficacy and their instructional quality, which would, in turn, be positively associated with their students’ reading achievement and behavioral outcomes. Although the initial structural equation model tested failed to support the hypotheses, several significant relationships with theoretical and practical significance were discovered. Directions for future research and practical implications are discussed.
AB - This investigation examined relationships among special education teachers’ working conditions (e.g., classroom characteristics, administrative support), personal characteristics (e.g., experience, certification status, self-efficacy), instructional quality, and students with disabilities’ reading achievement and behavioral outcomes. Data from the 2004–2005 administration of the Special Education Elementary Longitudinal Study were used. Confirmatory factor analysis was used to test the fit of models for five latent factors. Hybrid structural models were applied to test the hypothesis that working conditions would be positively associated with special education teachers’ self-efficacy and their instructional quality, which would, in turn, be positively associated with their students’ reading achievement and behavioral outcomes. Although the initial structural equation model tested failed to support the hypotheses, several significant relationships with theoretical and practical significance were discovered. Directions for future research and practical implications are discussed.
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U2 - 10.1080/09362835.2015.1107831
DO - 10.1080/09362835.2015.1107831
M3 - Article
AN - SCOPUS:84962074708
SN - 0936-2835
VL - 24
SP - 176
EP - 193
JO - Exceptionality
JF - Exceptionality
IS - 3
ER -