Characteristics of Regular and Special Education Teachers in Public Schools: 1987-88. E.D. TABS.

Autor/in	Ancarrow, Janice S.
Institution	Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Personnel Preparation.
Titel	Characteristics of Regular and Special Education Teachers in Public Schools: 1987-88. E.D. TABS.
Quelle	(1991), (208 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Demography; Disabilities; Elementary School Teachers; Elementary Secondary Education; Income; Public Schools; Secondary School Teachers; Special Education; Special Education Teachers; Teacher Attitudes; Teacher Background; Teacher Characteristics; Teacher Qualifications + Suchen Sie Ihr Suchwort? Demografie; Handicap; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Einkommen; Public school; Öffentliche Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Sonderpädagoge; Lehrerverhalten; Lehrqualifikation
Abstract	This report on regular and special education teachers in public schools presents data on personal characteristics (gender, age, race/ethnicity, and marital status); professional characteristics (educational background, years of experience, certification); geographic region; income (salary and incentives, nonschool employment); and opinions about teaching. Data were collected from a variety of questionnaires and are for the school year 1987-88. Extensive tables provide national estimates for all data and State estimates for regular and special school teachers' highest degree earned, years of experience, and salary. Statistical highlights, with a focus on implications for special education, are presented in brief prior to the presentation of study data. Overall, the following significant differences occurred between regular and special educators: Special educators were more likely to be single; female; younger; teaching elementary students; to have less full-time teaching experience; to lack full certification; to hold an education specialist credential, a master's, or a second master's as their highest earned degree; and to make about $1,000 less in average total income. The school and staffing survey questionnaire is attached. (PB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01