The experiences and practices of educators that teach students with EBD

Abstract

This qualitative study used the traditions of interpretive phenomenological analysis to identify the experiences and practices of educators who teach students with emotional or behavioral disorders (EBD). The guiding question that fueled this study was: What are the experiences and practices of veteran educators who teach students with EBD? This study used Ericssons (1994) expertise theory to develop semi-structured interviews that inquired into the deliberate practices and experiences of teachers who educate students with EBD. Participants in the study were teachers who have taught students with EBD for seven years or more. The goal of the study was to identify themes and practices of these teachers in order to inform stakeholders of teaching practices that may benefit students with EBD.