Making Sense of the Rural Special Education Teacher Shortage

Autor/inn/en	Andrea Ruppar; Katie McCabe; Bonnie Doren; Melinda Leko
Titel	Making Sense of the Rural Special Education Teacher Shortage
Quelle	In: Journal of Education Human Resources, 42 (2024) 4, S. 530-557 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.3138/jehr-2022-0022
Schlagwörter	Forschungsbericht; Teacher Shortage; Special Education Teachers; Rural Schools; Case Studies; Administrators; Salaries; Public Policy; Political Influences; Teacher Recruitment; School Districts; Elementary Secondary Education; Wisconsin + Suchen Sie Ihr Suchwort? Lehrermangel; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Case study; Fallstudie; Case Study; Entlohnung; Gehalt; Öffentliche Ordnung; Political influence; Politischer Einfluss; Lehrerrekrutierung; School district; Schulbezirk
Abstract	Long-standing shortages of well-prepared special educators, especially within rural areas, have jeopardized positive outcomes for students with disabilities. In this multiple case study of administrators and special educators, the authors examined how individuals make sense of the special education teacher shortages in relation to the challenges of working in a rural school. Local contextual factors intersected with salary and state policies, highlighting how external, political factors affected districts' ability to attract and retain special education teachers. Chief among implications for research, policy, and practice is the need to attend to multipronged approaches that have the potential to mitigate economic barriers to special educator recruitment and retention in rural school districts. (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: https://www.utpjournals.press/loi/jehr
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06