Kristen Merrill O’Brien
Biographic Data
| ID | 9622699 |
|---|---|
| NAME | Kristen Merrill O’Brien |
| GIVEN NAMES | Kristen Merrill |
| FAMILY NAME | O’Brien |
| SIGNATURE | O’BRIEN K M |
| AFFILIATIONS | George Mason University, Fairfax, VA, USA |
| ORCID | 0000-0002-8726-3481 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
What Are Special Educators’ Working Conditions
Improving special education teachers’ (SETs’) working conditions will require a shared definition of working conditions. Thus, we aimed to develop a definition of SETs’ working conditions and relevant subconstructs, as a foundation for future efforts to assess and improve SETs’ working conditions. We developed a definition based on prior research, which we iteratively revised through feedback from focus groups and interviews with SETs. Based on t…
Measuring Special Educators’ Working Conditions
Special education teachers’ (SETs) working conditions play a crucial role in shaping the size, quality, and effectiveness of the U.S. SET workforce and thereby shape the quality of instruction provided to students with disabilities. Valid measures of SETs’ working conditions are essential for conducting robust research on how to improve working conditions. We systematically reviewed measures of SETs’ working conditions across 44 studies, assessin…
Special Educators’ Working Conditions, Self-Efficacy, and Practices Use With Students With Emotional/Behavioral Disorders
Students with emotional/behavioral disorders (EBD) in self-contained settings depend on special educators to deliver high-quality instruction and behavior management, and special educators depend on administrators to create supportive working environments. Yet, to date, no studies have examined how working conditions relate to special educators’ provision of effective instructional or behavior management practices for students with EBD in self-co…
No prominent works on this page.
Special Educators’ Working Conditions, Self-Efficacy, and Practices Use With Students With Emotional/Behavioral Disorders
Students with emotional/behavioral disorders (EBD) in self-contained settings depend on special educators to deliver high-quality instruction and behavior management, and special educators depend on administrators to create supportive working environments. Yet, to date, no studies have examined how working conditions relate to special educators’ provision of effective instructional or behavior management practices for students with EBD in self-co…
Measuring Special Educators’ Working Conditions
Special education teachers’ (SETs) working conditions play a crucial role in shaping the size, quality, and effectiveness of the U.S. SET workforce and thereby shape the quality of instruction provided to students with disabilities. Valid measures of SETs’ working conditions are essential for conducting robust research on how to improve working conditions. We systematically reviewed measures of SETs’ working conditions across 44 studies, assessin…
What Are Special Educators’ Working Conditions
Improving special education teachers’ (SETs’) working conditions will require a shared definition of working conditions. Thus, we aimed to develop a definition of SETs’ working conditions and relevant subconstructs, as a foundation for future efforts to assess and improve SETs’ working conditions. We developed a definition based on prior research, which we iteratively revised through feedback from focus groups and interviews with SETs. Based on t…
Behavioral and Psychological Studies (2 works) · Disability Education and Employment (2 works) · Special education (2 works) · Applied Psychology (1 work) · Behavior management (1 work) · Burnout (1 work) · Clinical Psychology (1 work) · Developmental psychology (1 work) · Early Childhood Education and Development (1 work) · Emotional and behavioral disorders (1 work)