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Educ. Sci. 2019, 9(2), 76; https://doi.org/10.3390/educsci9020076

An Examination of Reading Specialist Candidates’ Knowledge and Self-Efficacy in Behavior and Classroom Management: An Instrumental Case Study

1
REWIND Behavior and Simulation Center LLC, 204 Kenmar Drive Suite 5, Monroeville, PA 15146, USA
2
Education Department, Robert Morris University, Moon, PA 15108, USA
*
Author to whom correspondence should be addressed.
Received: 21 February 2019 / Revised: 1 April 2019 / Accepted: 3 April 2019 / Published: 11 April 2019
(This article belongs to the Special Issue Current Issues and Trends in Higher Education)
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PDF [181 KB, uploaded 11 April 2019]

Abstract

Today’s reading specialists are faced with students who not only present reading problems but, the likelihood of behavior problems. Thus, reading specialists must be prepared to implement behavior management strategies that de-escalate these problems. Reading specialists’ training programs are budding with the potential for innovative practices that could be launched for ground-breaking learning. However, current trends display training programs still utilize traditional methods for training. This qualitative instrumental case study examined a purposeful sample of reading specialist candidates at a small, private university in the United States. The study explored the effects of utilizing simulation as a new way to train and prepare reading specialist candidates with behavior management strategies when teaching children with reading problems. During the study, simulated exercises were utilized to train the candidates and explore their ability in identifying behavior, and their knowledge and use of appropriate strategies, and self- efficacy before and after the training program. The post-knowledge gained through the simulation classroom experience revealed, that not only did reading specialist candidates expand their arsenal of strategies, but they also gained understanding of the background knowledge and diagnostic implications that can contribute to various behaviors or disorders. Candidates reported that after training, they felt prepared to implement behavior strategies when faced with children who may display behavior problems. View Full-Text
Keywords: reading specialist; teacher training; behavior management; simulation; self-efficacy reading specialist; teacher training; behavior management; simulation; self-efficacy
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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Beasley, K.T.; Bernadowski, C. An Examination of Reading Specialist Candidates’ Knowledge and Self-Efficacy in Behavior and Classroom Management: An Instrumental Case Study. Educ. Sci. 2019, 9, 76.

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