A Multi-case Study of Teachers of Students with Emotional/Behavioral Disorders and Literacy Instruction: Teachers' Views and Practices

Abstract

This study explores two teachers' beliefs and literacy instruction in self-contained classrooms with adolescents identified with emotional and behavioral disorders. Data are presented from participant observations and interviews collected over a three-month period in two middle school classrooms. Qualitative analysis investigates the literacy instructional activities the two teachers used and those teachers' beliefs and rationales for using those activities. Themes regarding instructional participation structures and teachers' beliefs are presented in addition to the interaction patterns that occur within those participation structures. The use of mediated social interaction and meaningful activities during instruction as well as the congruence between teachers' beliefs and practices are discussed. Findings are also discussed regarding the continued struggle between managing student behavior and implementing rigorous instruction in settings for students with emotional and behavior disorders.