Literaturnachweis - Detailanzeige
| Autor/inn/en | Berry, Ann B.; Petrin, Robert A.; Gravelle, Maggie L.; Farmer, Thomas W. |
|---|---|
| Titel | Issues in Special Education Teacher Recruitment, Retention, and Professional Development: Considerations in Supporting Rural Teachers |
| Quelle | In: Rural Special Education Quarterly, 30 (2011) 4, S.3-11 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051103000402 |
| Schlagwörter | Special Education Teachers; Teacher Recruitment; Teacher Persistence; Faculty Development; Rural Schools; Teacher Surveys; Administrator Surveys; Teacher Qualifications; Paraprofessional School Personnel; Parent Teacher Cooperation; Disabilities; Emotional Disturbances; Behavior Disorders; Classroom Techniques; Inclusion; Curriculum Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerrekrutierung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrqualifikation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Handicap; Behinderung; Gefühlsstörung; Klassenführung; Inklusion; Curricula; Lehrplan; Rahmenplan |
| Abstract | This study sought to obtain a current picture of special education teacher recruitment and retention in rural districts and to understand the professional development needs of rural special educators. Surveys, administered through telephone interviews with a national sample of special education administrators and teachers, confirmed the difficulties in hiring appropriately qualified teachers. Additional demands of the position may place teachers at risk for attrition. The authors identified important areas of professional development to support rural teachers in their positions: (a) working with paraprofessionals and parents, (b) low-incidence disabilities, (c) emotional and behavior disorders, (d) classroom management, (e) skills in collaboration and inclusive practices, and (f) curriculum content. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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