Recruitment Practices for Special Education Faculty: Implications for Saudi Universities

Autor/inn/en	Alnahdi, Ghaleb; Anastasiou, Dimitris
Titel	Recruitment Practices for Special Education Faculty: Implications for Saudi Universities
Quelle	In: SAGE Open, 10 (2020) 3, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alnahdi, Ghaleb)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244020948844
Schlagwörter	Special Education; Teacher Recruitment; Educational Background; College Faculty; Special Education Teachers; Standards; Teacher Selection; Educational Research; Academic Degrees; Universities; Comparative Education; Cross Cultural Studies; Departments; Foreign Countries; Saudi Arabia; United States + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerrekrutierung; Vorbildung; Fakultät; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Standard; Bildungsforschung; Pädagogische Forschung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; University; Universität; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Department; Abteilung; Ausland; Saudi-Arabien; USA
Abstract	We explore how the research standards for hiring faculty in Saudi Arabia are compatible with effective practices in the field. Specifically, we examine the outcomes of recruiting practices for special education faculty in the United States, in addition to the worldwide production of special education research. A descriptive analysis was conducted, examining the educational backgrounds of 124 faculty members in top special education programs in the United States and 140 highly cited researchers in special education worldwide. Fewer than 10% of the faculty members and researchers hold special education degrees at all three levels of education (bachelor's, master's, and doctoral degrees). Recruitment practices in the United States and worldwide generally seem to differ from those used by Saudi universities. Implications for Saudi special education departments/programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01