A longitudinal study of teachers of students with behavioral disorders: Knowledge and classroom practice

A Longitudinal Study of Teachers of Students with Behavioral Disorders: Knowledge and Classroom Practices examined the retention of early-career EBD teachers' theoretical knowledge and classroom application of validated teaching competencies. Ten female and two male teachers of students with emotional/behavioral disorders (EBD), ranging in age from 26 to 49, each with a Master's degree in special education, participated. Six taught in elementary EBD programs; six taught in secondary programs. Watrin's (2004) study involved 14 EBD student teachers. (Watrin, K. [2004]. The relation between student teachers' theoretical, conceptual, and empirical knowledge, opinions on the importance of specific competencies, and their classroom performance. Doctoral thesis. The University of Iowa.).;Each participant completed Perceptions of the Literature: Teaching Students with Emotional/Behavioral Disorders and was observed teaching students with EBD for 30 minutes on three occasions (Spring, 2006). A dependent t-test was performed to determine the relations among participants' previous and current theoretical knowledge, their ratings of various competencies, and observed use of classroom competencies. Olkin's z-test was performed to compare the correlation between the theoretical knowledge and classroom performance of participants as student teachers and as early-career teachers.;Early-career EBD teachers' theoretical knowledge maintained over time. There was a significant increase in teachers' overall use of validated instructional competencies. Use of individualized support and classroom management strategies remained constant across time. The correlation between EBD teachers' theoretical knowledge and classroom performance remained stable across time. One significant correlation was found between EBD early-career teachers' theoretical knowledge and classroom practice: a positive correlation between knowledge and use of individualized support strategies. No significant correlation between EBD teachers' ratings and use of different competencies was observed. However, mean use of competencies such as gives clear, concise, directions and delivers precise praise increased nearly one point (three-point scale) in the two-year period. Maintenance of knowledge and classroom applications of competencies as well as improvement in instruction have positive implications for student achievement, teacher sense of self-efficacy, and teacher attrition. The results also pertain to preservice education and professional support services.