Showing papers by "Mary T. Brownell published in 1999"
TL;DR: For example, this paper found that teachers who transferred to a different school or district had perceptions of high stress and perceptions of poor school climate and were significantly younger than stayers, while those who left special education teaching primarily due to insufficient certification, perceptions of a high stress, and a perception of poor education climate.
Abstract: We randomly surveyed 1,576 Florida special education teachers to examine factors that contribute to their propensity to leave or stay in the special education classroom or transfer to a new school. The variables identified, based on extensive review of the literature, included background, classroom, school district, and personal factors. We tracked our respondents for 2 years using a multinomial logit model to identify significant predictors of leaving, staying, or transferring. Results indicate that teachers left special education teaching primarily due to insufficient certification, perceptions of high stress, and perceptions of poor school climate. Special educators who transferred to a different school or district had perceptions of high stress and perceptions of poor school climate and were significantly younger than stayers.
319 citations
TL;DR: This article investigated the relationship among general education teachers' (a) efficacy beliefs (N = 128) for instructing students with learning and behavior problems, the socioeconomic status of their students, and teachers' perceptions about (c) the support they receive from their building principal, (d) their collegial interactions, (e) the value of their preservice and inservice preparation, and their success in instructing such students in mainstream classrooms.
Abstract: Self-efficacy theorists contend that individuals pursue activities and situations in which they feel competent and avoid those in wbich they do not. Teacher efficacy beliefs, that is, teachers' perceptions of their own teaching competence, have been found to influence a myriad of teachers' behaviors and attitudes and to mediate the influence of other self-perceptions on those outcomes. In this study, we investigated the relationships among general education teachers' (a) efficacy beliefs (N = 128) for instructing students with learning and behavior problems, (b) the socioeconomic status of their students, and teachers' perceptions about (c) the support they receive from their building principal, (d) their collegial interactions, (e) the value of their preservice and inservice preparation, and (f) their success in instructing such students in mainstream classrooms. Path analysis results revealed that teacher efficacy beliefs had a direct effect on their perceived success in instructing mainstreamed special...
219 citations
TL;DR: In this paper, a meta-analysis examined the outcomes of 23 studies and found that 89% of the studies had treatment participants who experienced greater gains than their control counterparts on posttest and maintenance measures when exposed to a treatment with a cognitive component.
Abstract: Cognitive behavior modification (CBM) has been used for the past 25 years to mitigate maladaptive behaviors through the use of covert self-statements. Yet few reviewers have examined the use of CBM in school settings to reduce hyperactive-impulsive and aggressive behaviors in children and youth. This meta-analysis examined the outcomes of 23 studies. The mean effect size across all the studies was 0.74, and 89% of the studies had treatment participants who experienced greater gains than their control counterparts on posttest and maintenance measures when exposed to a treatment with a cognitive component. These results are discussed in terms of study characteristics and design, and recommendations for future research are made.
139 citations
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TL;DR: Rosenberg as mentioned in this paper has been interested in improving teacher education at both the preservice and inservice levels and improving services for students with learning and emotional disabilities, and has co-authored three papers.
Abstract: at Hopkins, he was an assistant professor for four years at Ball State University in Muncie, Indiana. Dr Rosenberg completed his doctoral work at Penn State University in 1982. His research interests are a direct result of his practical experiences teaching secondary students with learning and behavior disorders for a Board of Cooperative Educational Services in upstate New York. Dr Rosenberg has been interested in improving teacher education at both the preservice and inservice levels and improving services for students with learning and emotional disabilities. Dr Rosenberg has co-authored three
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TL;DR: In this paper, a positive learning community, considering the students' learning levels and styles and teaching style, using multiple approaches to teaching and learning, and employing various techniques and strategies.
Abstract: tors include creating a positive learning community, considering the students’ learning levels and styles and your teaching style, using multiple approaches to teaching and learning, and employing various techniques and strategies. It also means that a teacher uses multiple ways to present information, makes learning visible, and provides the students with multiple ways to demonstrate learning. To be an informed, flexible teacher, teachers watch students carefully so they can understand students’ learning levels, strategies for learning, and learning patterns. In this way, they are making informed decisions that are student centered. In addition, teachers have to have in place general, classroom, and behavior management routines; networks for collaboration; and tools, technology, and materials
1 citations