Elizabeth Bettini

Bio: Elizabeth Bettini is an academic researcher from Boston University. The author has contributed to research in topics: Special education & Psychology. The author has an hindex of 15, co-authored 51 publications receiving 555 citations. Previous affiliations of Elizabeth Bettini include University of Florida.

Special Education Teacher Attrition and Retention: A Review of the Literature:

Abstract: High rates of attrition make it challenging for schools to provide qualified special education teachers for students with disabilities, especially given chronic teacher shortages. We synthesize 30 ...

Workload Manageability Among Novice Special and General Educators: Relationships With Emotional Exhaustion and Career Intentions:

Abstract: Novice special educators (those in their first 3 years) consistently report their workloads are unmanageable. Yet, it is not clear whether their perceptions of workload manageability contribute to ...

Relationships Between Working Conditions and Special Educators’ Instruction

Abstract: Students with disabilities (SWDs) depend upon special education teachers (SETs) to provide effective instruction. SETs, in turn, depend upon school leaders to provide conditions necessary to learn and engage in effective instructional practices for students with the most significant learning needs. A promising body of research indicates that working conditions such as administrative support and school culture influence general educators’ effectiveness and their students’ achievement. This literature review examines research investigating relationships between SETs’ working conditions and instructional quality and SWDs’ academic achievement, to provide insights into how working conditions might be leveraged to improve SETs’ instruction and SWDs’ achievement.

Rethinking Shortages in Special Education: Making Good on the Promise of an Equal Opportunity for Students With Disabilities:

Abstract: In this article, the authors describe the complexity of special education teacher (SET) shortage, how shortage undermines equal educational opportunity, and strategies that school districts and sta...

Explaining the Decline in Special Education Teacher Employment From 2005 to 2012

Abstract: Demand for special education teachers grew continuously from the passage of Public Law 94-142 in 1975 through 2005, when this trend reversed. From 2005 to 2012, the number of special education teachers employed by U.S. schools declined by >17%. The primary purpose of this investigation was to determine factors that contributed to this decline. We parsed change in number of special education teachers employed into four constituent elements and found that these recent reductions were fueled by decreases in disability prevalence and the relative ratio of teachers to students in special versus general education, which favored the latter. These changes have important implications for teacher preparation programs’ efforts to adequately prepare special and general educators and for policies designed to improve teacher quality.

The Cambridge Handbook of Expertise and Expert Performance

Abstract: This is the first handbook where the world’s foremost “experts on expertise” review our scientific knowledge on expertise and expert performance and how experts may differ from non-experts in terms of their development, training, reasoning, knowledge, social support, and innate talent. Methods are described for the study of experts’ knowledge and their performance of representative tasks from their domain of expertise. The development of expertise is also studied by retrospective interviews and the daily lives of experts are studied with diaries. In 15 major domains of expertise, the leading researchers summarize our knowledge of the structure and acquisition of expert skill and knowledge and discuss future prospects. General issues that cut across most domains are reviewed in chapters on various aspects of expertise, such as general and practical intelligence, differences in brain activity, self-regulated learning, deliberate practice, aging, knowledge management, and creativity.

Understanding By Design

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Economics of Education

Abstract: The Control of EducationBy John Vaizey. Pp. 263. (London: Faber and Faber, 1963.) 30s.

An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement.

Abstract: Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner–Secondary—a Web-mediated approach focused on improving teacher-student interactions in the classroom—examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention.

Predictors of Early Growth in Academic Achievement: The Head-Toes-Knees-Shoulders Task.

Abstract: Children’s behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics.