A follow-up study of a masters program for teachers of students with emotional/behavioral disorders.

• Main Author: Walter, Paulette C.
• Other Authors: Bullock, Lyndal M.
• Format: Others
• Language: English
• Published: University of North Texas 2008
• Subjects: teacher preparation; Special education; emotional/behavioral disorders; Teachers of children with mental disabilities.; Special education teachers.
• Online Access: https://digital.library.unt.edu/ark:/67531/metadc9014/

Educators today are faced with a worthy goal. Every student, including those with emotional and behavioral disorders (EBD), must be taught by a qualified teacher. However, recruiting, training, and retaining quality special education teachers continue to confound the field. The purpose of this study was to determine if the completion of a NCATE/CEC (National Council for Accreditation of Teacher Education/Council for Exceptional Children) approved masters program specializing in EBD from a well-known university increased the confidence in knowledge and skills of special educators, the numbers of special educators, and/or the retention of special educators working with students with EBD. The sample in this study was composed of 199 students who had completed the master's degree in special education who specialized in emotional/behavioral disorders from 1985 to 2005. Data were compiled from 80 students at a response rate of approximately 40%. Additionally, five respondents participated in face-to-face interviews. The data did not lend themselves to the quantitative analysis and thus pose a limitation to the generalizability of this study. However, combined with the qualitative analysis, the study provided a rich analysis of a program whose graduates stay in the field of special education providing services to students with EBD.