{"title":"动态与静态的工作条件——考察特殊教育教师的工作","authors":"H. Miesner","doi":"10.1080/00131725.2020.1861146","DOIUrl":null,"url":null,"abstract":"Abstract This study examines how working conditions shape the practical experiences of special education teachers. Through observations and interviews, I found that staff absences and scheduling conflicts disrupted the work of special education teachers. Entrenched limitations to personnel and temporal resources intensified these disruptions, framed herein as dynamic working conditions. In response, special education teachers acted as street-level bureaucrats, distributing supervision and instruction to those students they deemed most in need.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2020.1861146","citationCount":"2","resultStr":"{\"title\":\"Dynamic and Static Working Conditions: Examining the Work of Special Education Teachers\",\"authors\":\"H. Miesner\",\"doi\":\"10.1080/00131725.2020.1861146\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This study examines how working conditions shape the practical experiences of special education teachers. Through observations and interviews, I found that staff absences and scheduling conflicts disrupted the work of special education teachers. Entrenched limitations to personnel and temporal resources intensified these disruptions, framed herein as dynamic working conditions. In response, special education teachers acted as street-level bureaucrats, distributing supervision and instruction to those students they deemed most in need.\",\"PeriodicalId\":46482,\"journal\":{\"name\":\"EDUCATIONAL FORUM\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2021-01-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/00131725.2020.1861146\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"EDUCATIONAL FORUM\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/00131725.2020.1861146\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"EDUCATIONAL FORUM","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00131725.2020.1861146","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Dynamic and Static Working Conditions: Examining the Work of Special Education Teachers
Abstract This study examines how working conditions shape the practical experiences of special education teachers. Through observations and interviews, I found that staff absences and scheduling conflicts disrupted the work of special education teachers. Entrenched limitations to personnel and temporal resources intensified these disruptions, framed herein as dynamic working conditions. In response, special education teachers acted as street-level bureaucrats, distributing supervision and instruction to those students they deemed most in need.