A Mentoring Curriculum to Prepare Special Education Teachers: A Study of Program Director Perceptions

Autor/in	Talley, Robin H.
Titel	A Mentoring Curriculum to Prepare Special Education Teachers: A Study of Program Director Perceptions
Quelle	(2016), (94 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-0330-1
Schlagwörter	Hochschulschrift; Dissertation; Mentors; Special Education Teachers; Teacher Education Curriculum; Program Administration; Administrator Attitudes; Teacher Shortage; Teacher Persistence; Faculty Mobility; Teacher Competencies; Expertise; Peer Influence; Communication Skills; Teacher Certification; Knowledge Base for Teaching; Academic Accommodations (Disabilities); Online Surveys; Novices; Individualized Instruction; Educational Quality; Educational Strategies; Intervention; Positive Behavior Supports + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrermangel; Lehrkunst; Expert appraisal; Kommunikationsstil; Teaching theory; Theory of teaching; Unterrichtstheorie; Individualisierender Unterricht; Quality of education; Bildungsqualität; Lehrstrategie
Abstract	This study examined the anticipated overall teacher shortage, and the specific reasons why novice special education teachers leave the profession within three to five years. A review of the literature suggested that a 2.5 million teacher shortfall is expected; however, special education teachers leave their teaching assignments two and one-half times more often than their general education peers. Every state within the United States has experienced shortages in filling their special education teacher positions. Identified as reasons teachers of special education leave their chosen profession include lack of: (a)expertise to teach specific academic and behavioral interventions in the academic setting; (b)peer support; (c)communication skills or verbal ability; (d)understanding and support to obtain specific certification and endorsement requirements; and (e)understanding the difference between accommodations and modifications in the curriculum. The 31 ISRD Directors' review of the components of a mentor program for novice special education teachers was completed and utilized an internet survey program. Additionally, the ISRD Directors were asked to identify any other areas they thought would benefit a novice special education teacher. The ISRD Directors cited these additional needs for the novice special education teacher's lack of success: individual instruction tailored to the needs of the novice special education teacher, quality instructional strategies to address behavior, and learning new or unused behavior strategies and interventions in both the ESE classroom and general education classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01