Literaturnachweis - Detailanzeige
| Autor/inn/en | Garnes, Lori; Menlove, Ronda; Adams, Elizabeth |
|---|---|
| Titel | A Qualified Special Educator for Every Student: Why This Isn't Happening and What Can Be Done about It? |
| Quelle | (2002), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; Elementary Secondary Education; Faculty Mobility; Job Satisfaction; Noninstructional Responsibility; Rural Schools; Special Education Teachers; Teacher Attitudes; Teacher Persistence; Teacher Shortage; Teacher Surveys; Teacher Transfer; Utah |
| Abstract | Although shortages of certified special education teachers occur in both rural and urban areas, they are more critical in rural districts, where recruitment can be problematic and there are few special educators on staff. In response to chronic shortages in the state, the Utah State Office of Education created a critical personnel shortages committee to study the problem. A 1997-2000 study commissioned by the committee found that approximately 10 percent of Utah's special education teachers left the classroom each year, and many vacated positions were filled by unlicensed substitutes. The most common reason for leaving was "moved out of state." In 2001, a separate study looked at why Utah special education teachers transferred to regular education positions and their levels of satisfaction with their old and new positions. Survey respondents were generally satisfied or very satisfied with the teaching aspects of both their old and their new positions. Almost one-third of respondents listed love of teaching as the reason for transferring to regular education rather than pursuing a new career. On the other hand, teachers reported being frustrated and unhappy with the noninstructional aspects of special education, particularly paperwork. Teacher ratings are listed for factors that might have influenced them to remain in special education. (Contains 13 references.) (SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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