Literaturnachweis - Detailanzeige
Autor/inn/en | Mason-Williams, Loretta; Bettini, Elizabeth; Gagnon, Joseph Calvin |
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Titel | Access to Qualified Special Educators across Elementary Neighborhood and Exclusionary Schools |
Quelle | In: Remedial and Special Education, 38 (2017) 5, S.297-307 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0741-9325 |
DOI | 10.1177/0741932517713311 |
Schlagwörter | Elementary School Teachers; Special Education Teachers; Accessibility (for Disabled); Teacher Qualifications; Teaching Experience; Training Methods; Teacher Certification; Educational Attainment; Neighborhoods; Public School Teachers; Private Schools; Statistical Analysis; Elementary Secondary Education; National Surveys; Schools and Staffing Survey (NCES) Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Accessibility; Zugänglichkeit; Lehrqualifikation; Didaktik; Trainingsmaßnahme; Bildungsabschluss; Bildungsgut; Neighbourhoods; Nachbarschaft; Private school; Privatschule; Statistische Analyse |
Abstract | In this study, we investigate the distribution of qualified special educators across elementary neighborhood schools and exclusionary public and private special education schools. Using the 2011-2012 Schools and Staffing Survey, we provide a descriptive analysis of measurable teacher qualifications (e.g., years of experience, preparation type, degree, formal preparation, certification) across the three settings of interest. Findings indicate that each type of school relies heavily on special educators who lack qualifications in special education. Furthermore, special educators in neighborhood schools were statistically significantly more qualified in terms of experience, degrees, and special education certification than special educators in public and private exclusionary special education schools. These findings have important implications for policy makers, school leaders, and researchers. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 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 | 2020/1/01 |