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Author: Roseanne K. Vallice
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659150548
Category :
Languages : en
Pages : 312
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Book Description
The attrition rate of beginning special educators has been a constant and growing concern within the field of education (Boe & Cook, 2006, 2008; Brownell, Hirsch, & Seo, 2004; CEC, 2000; Leko & Smith, 2010; Smith & Ingersoll, 2004). Four to five of every ten new special education teachers leave the field within the first five years (CEC, 2000; Olivarez & Arnold, 2006) and beginning special education teachers are more likely than general education teachers to leave the field within the first five years of teaching (Boe & Cook, 2006, Boe, Cook & Sunderland, 2008; Brownell, Hirsch, & Seo, 2004; Leko & Smith, 2010; Smith & Ingersoll, 2004). Those who have left the field have stated that minimal inductions, lack of administrative support, poor mentorships, and poor school climates were the main causes for their departures. Using an exploratory case study methodology with multiple-case analysis (Yin, 2009), this study examined how quality induction service (QIS) and teacher preparation affected the experiences of nine first-year special education teachers and further examined how the participants' sense of self-efficacy and their levels of resiliency impacted their experiences.
Author: Roseanne K. Vallice
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659150548
Category :
Languages : en
Pages : 312
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Book Description
The attrition rate of beginning special educators has been a constant and growing concern within the field of education (Boe & Cook, 2006, 2008; Brownell, Hirsch, & Seo, 2004; CEC, 2000; Leko & Smith, 2010; Smith & Ingersoll, 2004). Four to five of every ten new special education teachers leave the field within the first five years (CEC, 2000; Olivarez & Arnold, 2006) and beginning special education teachers are more likely than general education teachers to leave the field within the first five years of teaching (Boe & Cook, 2006, Boe, Cook & Sunderland, 2008; Brownell, Hirsch, & Seo, 2004; Leko & Smith, 2010; Smith & Ingersoll, 2004). Those who have left the field have stated that minimal inductions, lack of administrative support, poor mentorships, and poor school climates were the main causes for their departures. Using an exploratory case study methodology with multiple-case analysis (Yin, 2009), this study examined how quality induction service (QIS) and teacher preparation affected the experiences of nine first-year special education teachers and further examined how the participants' sense of self-efficacy and their levels of resiliency impacted their experiences.
Author: Roseanne Kaiser Vallice
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The attrition rate of beginning special educators has been a constant and growing concern within the field of education (Boe & Cook, 2006, 2008; Brownell, Hirsch, & Seo, 2004; CEC, 2000; Leko & Smith, 2010; Smith & Ingersoll, 2004). Four to five of every ten new special education teachers leave the field within the first five years (CEC, 2000; Olivarez & Arnold, 2006) and beginning special education teachers are more likely than general education teachers to leave the field within the first five years of teaching (Boe & Cook, 2006, Boe, Cook & Sunderland, 2008; Brownell, Hirsch, & Seo, 2004; Leko & Smith, 2010; Smith & Ingersoll, 2004). Those who have left the field have stated that minimal inductions, lack of administrative support, poor mentorships, and poor school climates were the main causes for their departures. Using an exploratory case study methodology with multiple-case analysis (Yin, 2009), this study examined how quality induction support (QIS) and teacher preparation affected the experiences of nine first-year special education teachers and further examined how the participants' sense of self-efficacy and their levels of resiliency impacted their experiences. Specifically, the study tested the theory that participating in a teacher preparation program with a strong field component and receiving QIS contribute to the retention of beginning special education teachers.
Author: Eric Eugene Budd
Publisher:
ISBN:
Category :
Languages : en
Pages : 338
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Book Description
This research study explored and analyzed the perception and attitudes of first year White special education teachers' experiences as they successfully matriculated through an alternative teacher certification program with a concentration in Special Education. The certifying entity for this teacher preparation program was a historically Black university (HBCU). It was the intent of this study to gather data on how White first year special education teachers view multiculturalism and diversity. This studied explored the rationale for why White pre-service teachers would select a HBCU to prepare them to enter the teaching field. This was a qualitative study using a naturalistic inquiry approach to learn about the perception of the participants. There were five participants selected to participant in this study. A set of guiding questions were used in order to maintain a focus, provide structure and give consistency to the interview process. The participants all were teaching in special education classrooms in large urban school districts. The classrooms they taught in were culturally and linguistically diverse. The data collection methods used included interviews, small group discussions and surveys. These interactions were audio taped then transcribed. The transcriptions were then reviewed by the participants to incorporate a member checking mechanism for the study. All five of the participants believed they benefitted from receiving their teaching certification from the HBCU. Their goal was to work in an urban setting and they agreed the certification program they attended helped them to become aware of the importance of celebrating diversity in their classes. All of the participants described an awakening to the challenges faced by students from low socio-economic, culturally and linguistically diverse students. Along with this epiphany the participants discussed the need to close the cultural gap between themselves and the students they teach. They all realized the importance of closing the gap in order to build mutual trust in their classrooms. The implications for future research include a broader study of the strategies used by White teachers to connect with culturally and linguistically diverse students in their classrooms.
Author: Teri L. Walseth
Publisher:
ISBN:
Category :
Languages : en
Pages : 226
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Book Description
Author: Henry Herbert Goddard
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 714
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Book Description
Author: Carla F. Shelton
Publisher: Corwin Press
ISBN: 1452223351
Category : Education
Languages : en
Pages : 241
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Book Description
Specific guidelines and strategies to help special educators navigate their first year! This revised edition of a bestseller helps special educators move confidently from preplanning to post-planning for the school year. Teachers will find a step-by-step management approach complete with planning checklists and other ready-to-use forms. Featuring revisions based on IDEA 2004 and NCLB, this popular reference also provides updates on: Recognized disabilities Best instructional practices Successful parent conferences Effective plans for professional learning Alternate assessments, emergencies in the school setting, education terminology, and more
Author: Catherine Creighton Martin
Publisher:
ISBN: 9780865865068
Category : First year teachers
Languages : en
Pages : 0
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Book Description
This book offers practical guidance on such topics as roles and responsibilities, school environment and culture, classroom organization and management, collaboration with other professionals, and individual professional development.
Author: Audrey McCray Sorrells
Publisher: Allyn & Bacon
ISBN:
Category : Business & Economics
Languages : en
Pages : 316
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Book Description
This book represents the contributions of prominent researchers, teacher educators, policy makers, teachers, and parents on current and emerging issues facing the field of special education, and their critical thinking on how to ensure that students with disabilities receive free appropriate education in the least restrictive environment. The authors present divergent perspectives on the issues and concerns, including: (a) the emergence of more constructivistic instruction approaches that focus increasingly on higher order thinking; (b) new organization structures for administering schools; (c) standards-based reform and the use of high stakes testing for evaluating students; (d) the changing population and the increasingly diverse demographics of the students served in the public schools; (e) the onset of the information age and the increasingly visible role of technology in the schools and the workplace; (f) concerns about student discipline and violence in schools; (g) the continuing shortage of qualified and certified special education teachers, and (h) trends in higher education focused on the reform of teacher education such as changing standards for knowledge and skills, preparing teachers for changing roles as mentors, and changes in the teacher education process that may have precipitated or influenced issues in the field. For special education providers such as parents and teachers and for anyone interested in the field of special education.
Author: Carla F. Shelton
Publisher: Corwin Press
ISBN: 1452239053
Category : Education
Languages : en
Pages : 241
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Book Description
"What an excellent resource for the beginning teacher! Practical, down-to-earth resources that can be implemented the first day of school!" —Kristle F. Evans, Director of Human Resources/Community Relations Lampeter-Strasburg School District, PA "The book is organized logically and flows well from the first chapter to the last. It helps teachers manage an effective special education classroom the entire school year. This book should be a required resource for every new special education teacher." —Phyllis N. Levert, School Administrator Georgia School Districts, Atlanta, GA Specific guidelines and strategies to help special educators navigate their first year! The first year in the career of a special education teacher is filled with expectation and promise. Revised to address the most common needs of beginning special education teachers, the third edition of The Exceptional Teacher′s Handbook helps new educators move confidently from preplanning to post-planning for the entire school year. The authors present a step-by-step management approach complete with planning checklists and other ready-to-use forms within the context of IDEA 2004 and NCLB. Written from the perspective of a classroom teacher, this popular reference offers updates on: Recognized disabilities Best instructional practices for getting the most out of your students Successful parent conferences Effective plans for professional learning Alternate assessments, emergencies in the school setting, education terminology, and more Actively address challenges and concerns with this one-stop handbook that will help smooth the transition from student teacher to professional educator.
Author: Deborah Gallagher Nuttycombe
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 548
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Book Description
