Literaturnachweis - Detailanzeige
| Autor/inn/en | Griffin, Cynthia C.; Kilgore, Karen L.; Winn, Judith A.; Otis-Wilborn, Amy; Hou, Wei; Garvan, Cynthia W. |
|---|---|
| Titel | First-Year Special Educators: The Influence of School and Classroom Context Factors on Their Accomplishments and Problems |
| Quelle | In: Teacher Education and Special Education, 32 (2009) 1, S.45-63 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0888-4064 |
| DOI | 10.1177/0888406408330870 |
| Schlagwörter | Special Education Teachers; Beginning Teachers; Teaching Conditions; Classroom Environment; Context Effect; Teacher Persistence; Teacher Characteristics; Institutional Characteristics; Collegiality; Teacher Collaboration |
| Abstract | Despite a history of research in general education on novice teachers, researchers have only recently begun to investigate the experiences of beginning special educators. Many of these studies describe problems encountered, noting the high attrition rate among beginning special education teachers and emphasizing the importance of keeping qualified special educators in the field. The findings of this survey of first-year special education teachers (N = 596) extend the literature by revealing the influence of classroom and school context factors on new teachers' accomplishments and problems. (Contains 1 figure and 6 tables.) (As Provided). |
| Anmerkungen | SAGE Publications. 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 | 2017/4/10 |
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