Journal article
How Social and Emotional Competencies Inform Special Educators' Social Networks
Education & treatment of children, Vol.43(3), pp.295-311
09/01/2020
DOI: 10.1007/s43494-020-00022-2
Abstract
Research shows that successful collaborations among educators can reduce job-related stress and improve student outcomes. This is important for special educators (SPEDs) working in self-contained settings, as these settings often employ co-teaching models. Teachers' social and emotional competencies (SEC) may contribute to their capacity to form and engage in these effective collaborative relationships. This study explores the structure of SPEDs' school-based social networks and how these networks might be influenced by SPEDs' SECs. The research employed a sequential, equal-status (quantitative + qualitative) design. SPEDs from five schools within one private school system completed surveys about their formal and informal collaborations, co-teaching team quality, and their SECs. In-depth interviews were also conducted to triangulate and expand upon quantitative findings. Results indicate that school network structure may be unique across educational contexts and that SPEDs identify several SECs as critical levers for forming and maintaining school-based collaborations. Implications for fostering SPEDs' SECs and improving teacher collaborations in schools are discussed.
Details
- Title: Subtitle
- How Social and Emotional Competencies Inform Special Educators' Social Networks
- Creators
- Elizabeth Levine Brown - George Mason UniversityMichael Valenti - Pressley Ridge, 5500 Corp Dr,Suite 400, Pittsburgh, PA 15237 USATracy Sweet - University of Maryland, College ParkDuhita Mahatmya - University of IowaKaren Celedonia - Pressley Ridge, 5500 Corp Dr,Suite 400, Pittsburgh, PA 15237 USACanaan Bethea - George Mason University
- Resource Type
- Journal article
- Publication Details
- Education & treatment of children, Vol.43(3), pp.295-311
- Publisher
- Springer Nature
- DOI
- 10.1007/s43494-020-00022-2
- ISSN
- 0748-8491
- eISSN
- 1934-8924
- Number of pages
- 17
- Language
- English
- Date published
- 09/01/2020
- Academic Unit
- Center for Social Science Innovation; Education Administration; Psychological and Quantitative Foundations
- Record Identifier
- 9984765188802771
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