Red Tape and Green Teachers: The Impact of Paperwork on Novice Special Education Teachers

Autor/in	Mehrenberg, Richard L.
Titel	Red Tape and Green Teachers: The Impact of Paperwork on Novice Special Education Teachers
Quelle	In: International Journal of Special Education, 28 (2013) 1, S.80-87 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Beginning Teachers; Special Education Teachers; Individualized Education Programs; Records (Forms); Teacher Attitudes; Negative Attitudes; Semi Structured Interviews; Ambiguity (Context); Time Management; Preservice Teacher Education; On the Job Training; Mentors; Qualitative Research + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Individualized education program; Individualisierendes Lernen; Formularsammlung; Lehrerverhalten; Negative Fixierung; Zeitmanagement; Lehramtsstudiengang; Lehrerausbildung; Training-on-the-Job; Qualitative Forschung
Abstract	Eighteen novice special education teachers were interviewed regarding their opinions, experiences, and advice regarding professional paperwork such as IEPs, behavior plans, and annual goals. A qualitative analysis of the responses suggests three main findings: (1.) Participants had a negative opinion of paperwork based on its lengthiness and perceived irrelevancy to instruction. (2.) Participants cited mentors, peers, and practice, as the best ways to learn about paperwork. (3.) Recommended paperwork advice for new teachers were to understand expectation, ask for help, and get organized. Implications and recommendations are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10