Responsibilities of Special Educators in Rural Schools: A Latent Class Analysis

Autor/inn/en	Weiss, Margaret P.; Petrin, Robert A.; Farmer, Thomas W.
Titel	Responsibilities of Special Educators in Rural Schools: A Latent Class Analysis
Quelle	In: Exceptionality, 22 (2014) 2, S.69-90 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2013.802235
Schlagwörter	Special Education Teachers; Teacher Response; Rural Schools; Teacher Role; Federal Legislation; Educational Legislation; National Surveys; Administrators; Low Income; School Policy; Board of Education Policy; School District Size; Socioeconomic Status; Minority Group Students; Geographic Location; Poverty; Regression (Statistics) + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerkommentar; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerrolle; Bundesrecht; Bildungsrecht; Schulgesetz; Niedriglohn; Schulpolitik; School district; School districts; Size; Schuleinzugsbereich; Socio-economic status; Sozioökonomischer Status; Armut; Regression; Regressionsanalyse
Abstract	Despite the importance of special educators in the current era of educational reform, there is no overarching portrait of special educators' roles, especially in rural schools where the provision of services is especially challenging. Using latent class analysis and data from a national sample of rural school districts, we identified four distinct types of special educators and related their prevalence to key policy variables. Our findings provide a way of understanding the use of special educators in rural schools and current needs in special educator training. They also suggest means of studying special educators' roles more generally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10