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Record identifier : 567021
Personal Name - Primary Intelectual Responsibility : Gehrke, Rebecca Swanson
Title and statement of responsibility : An investigation of factors leading to the retention of first year special education teachers [Thesis]
Publication, Distribution,Etc. : Arizona State University, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Arizona State University
Summary or Abstract : The purpose of this study was to explore contextual factors that might influence the career decisions of beginning special education teachers. The study's research questions included: Who in particular or what specific resources do first year educators perceive as effective avenues of support? How accessible or available were these resources? What specific factors appeared to influence first year special educators' decisions to remain in their positions? Did differences exist in the perceptions and/or actual resources across the environments of those who stay and those who leave? The design of the study consisted of integrating findings from three information sources: (1) statistical analysis of first year special education teachers' responses on a structured induction program's exit survey (N=67) in three states, (2) analysis of responses to open-ended items on a mailed questionnaire completed by 10 beginning special education teachers in one state, and (3) follow-up interviews with a portion of those completing the questionnaire. Theories of teacher development and teacher socialization framed the study. Findings included: (1) participants most valued their relationships, both formal and informal, with a veteran special educator in their buildings, (2) participants most often sought assistance with special education procedures and with issues related to their teaching practice, (3) beginning teachers required a broader network of support than was provided by the induction program, and (4) beginning teachers with less supportive environments and fewer resources appeared at greater risk of leaving their positions. Findings from this study inform the practice of those seeking to design induction activities that are of value to beginning special education teachers..
Information of biblio record : TL
 
 
 
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