Work Contexts Matter: Practical Considerations for Improving New Special Educators' Experiences in Schools

Autor/in	Billingsley, Bonnie S.
Titel	Work Contexts Matter: Practical Considerations for Improving New Special Educators' Experiences in Schools
Quelle	In: Journal of Special Education Leadership, 23 (2010) 1, S.41-49 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Student Behavior; Disabilities; Special Education Teachers; Regular and Special Education Relationship; Teaching Conditions; Beginning Teachers; Experience; Teacher Attitudes; Teacher Qualifications; School Culture; Inclusive Schools; Mainstreaming; Instructional Materials; Curriculum; Paraprofessional School Personnel; Special Needs Students; Teacher Role; Time Management + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Junior teacher; Junglehrer; Erfahrung; Lehrerverhalten; Lehrqualifikation; Schulkultur; Schulleben; Inclusive school; Integrative Schule; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Curricula; Lehrplan; Rahmenplan; Sonderpädagogischer Förderbedarf; Lehrerrolle; Zeitmanagement
Abstract	A growing body of evidence suggests teachers first experiences in the classroom have an impact on their effectiveness, their students' achievement, and the teaching practices they will use for many years. New special educators experience many of the same challenges as other new teachers. Both general and special educators struggle with addressing student behavior, learning content, planning lessons, and managing time. This article provides a holistic view of special education teachers' first years and outlines practical considerations for improving their experiences in schools. Over the past 15 years, a number of researchers have studied the perspectives of new special educators during their first years of teaching. Implications from this knowledge base are outlined with nine specific recommendations for improving the work lives of new special education teachers. (ERIC).
Anmerkungen	Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10