研究新特殊教育人员的供应情况:机构特征和营利状况的差异

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2024-08-27 DOI:10.1177/07419325241270044
Tuan D. Nguyen, Elizabeth Bettini, Allison F. Gilmour, Christopher Redding
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引用次数: 0

摘要

长期以来,美国学校一直面临着特殊教育教师(SET)短缺的问题,这对美国确保为符合特殊教育服务资格的学生提供合格的特殊教育教师的能力提出了挑战。解决特殊教育教师短缺问题需要预备课程提供足够数量的新特殊教育教师以满足需求,但先前的研究对新特殊教育教师的供应趋势几乎没有提供深入的见解。因此,我们研究了随着时间的推移,新的特殊教育教师的供应是如何随着教师培养项目的特点而变化的。我们发现,在全国范围内,新 SET 的供应量在不断减少,主要原因是来自小型学院的新 SET 供应量减少。研究结果表明,当前的 SET 短缺可能与中小型学院的广泛衰落有关,而这种衰落是以前未曾记录在案的。最后,研究结果表明,全国可能更依赖于营利性机构来提供新的教师专业技术人员,这对通过替代认证和传统教师准备课程来培养教师专业技术人员产生了影响。
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Examining the Supply of New Special Educators: Variations by Institutional Characteristics and For-Profit Status
U.S. schools have long experienced shortages of special education teachers (SETs), challenging the nation’s capacity to ensure qualified SETs for students eligible for special education services. Addressing SET shortages requires preparation programs supply sufficient numbers of new SETs to meet demand, yet prior research provides few insights into trends in the supply of new SETs. Thus, we examined how the supply of new SETs changed over time in relation to the characteristics of teacher preparation programs. We find decreasing supply of new SETs nationally, primarily driven by reduced supply of new SETs from small colleges. Results suggest the current SET shortage may be connected, in previously undocumented ways, to the broader decline of small- and mid-sized colleges. Finally, findings indicate the nation may be far more dependent on for-profit institutions for supplying new SETs, which has implications for the production of SETs by alternative certification and traditional teacher preparation programs.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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