特殊教育教师工作语境的变迁

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2022-07-26 DOI:10.1177/07419325221113016
Allison F. Gilmour, Tuan D. Nguyen, Christopher Redding, Elizabeth F. Bettini
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引用次数: 4

摘要

我们使用了16年来来自学校和人员配置调查、全国教师校长调查和教师后续调查的五波具有全国代表性的数据,来描述性地研究特殊教育工作者的角色、责任、准备和支持如何随着时间的推移而变化。然后,我们使用回归来研究这些变量与特殊教育工作者流失的关系。这些信息对于确保教师教育为特殊教育工作者的工作环境做好充分准备至关重要。我们发现特殊教育工作者的工作环境发生了一些变化,包括团队教学的使用大幅增加。我们的研究结果表明,从2000年到2012年,特殊教育工作者的流失率有所下降,而这种下降主要是由学校之间流动的减少推动的。回归分析几乎没有深入了解与这种下降相关的变量,这表明需要进行未来的研究。
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The Shifting Context of Special Education Teachers’ Work
We used five waves of nationally representative data over 16 years from the Schools and Staffing Survey, National Teacher Principal Survey, and Teacher Follow-up Survey to descriptively examine how the roles, responsibilities, preparation, and supports for special educators have changed over time. We then used regression to investigate how these variables were associated with special educator attrition. This information is essential to ensure teacher education adequately prepares special educators for the contexts in which they work. We identified some changes in special educators’ work environment, including substantially increased use of team teaching. Our results indicated special educator attrition declined from 2000 to 2012, and this decline was primarily driven by reductions in movement between schools. Regression analysis provided little insight into the variables associated with this decline, suggesting a need for future research.
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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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