Special Educators’ Experiences of Roles and Responsibilities in Self-Contained Classes for Students With Emotional/Behavioral Disorders
Author:
Affiliation:
1. Boston University, MA, USA
2. Carthage College, Kenosha, WI, USA
3. Florida International University, Miami, USA
4. University of Florida, Gainesville, USA
5. District of Columbia Public Schools, Washington, USA
Abstract
Publisher
SAGE Publications
Subject
Public Health, Environmental and Occupational Health,Education
Link
http://journals.sagepub.com/doi/pdf/10.1177/0741932518762470
Reference27 articles.
1. Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities
2. When Some is Not Better Than None: Effects of Differential Implementation of Curriculum-Based Measurement
3. Relationships Between Working Conditions and Special Educators’ Instruction
4. Responsibilities and Instructional Time: Relationships Identified by Teachers in Self-Contained Classes for Students With Emotional and Behavioral Disabilities
5. Recent Developments in Role Theory
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