The Special Education Teacher Pipeline: Teacher Preparation, Workforce Entry, and Retention

Autor/inn/en	Theobald, Roddy J.; Goldhaber, Dan D.; Naito, Natsumi; Stein, Marcy L.
Titel	The Special Education Teacher Pipeline: Teacher Preparation, Workforce Entry, and Retention
Quelle	In: Exceptional Children, 88 (2021) 1, S.65-80 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029211010162
Schlagwörter	Special Education Teachers; Student Teaching; Student Placement; Academic Degrees; Teacher Certification; Outcomes of Education; Employment Level; Teacher Education Programs; Graduates; Teacher Persistence; Beginning Teachers; Specialization; Cooperating Teachers; Predictor Variables; Public School Teachers; Washington + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching practice; Unterrichtspraxis; Schülerpraktikum; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Lernleistung; Schulerfolg; Beschäftigungsgrad; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Junior teacher; Junglehrer; Arbeitsteilige Spezialisierung; Co-operation; Cooperation; Kooperation; Prädiktor
Abstract	We used data on the student teaching placements, degrees, teaching credentials, and workforce outcomes of more than 1,300 graduates of special education teacher education programs in Washington to provide a descriptive portrait of specific measures of special education teacher preparation and their relationships with workforce entry and early-career retention. Although rates of workforce entry and retention for these special education candidates were high, we documented considerably lower rates of entry into and retention in special education teaching positions for candidates who hold a dual endorsement in special education and another subject. These patterns have potential implications for the state's new dual-endorsement requirement and for dual-licensure programs more broadly. Student teaching with a cooperating teacher who is endorsed in special education was also associated with a higher likelihood of becoming a special education teacher, even when controlling for whether the placement was in a special or general education setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01