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Special Education Teachers

• Attrition/retention of special education teachers: Critique of current research and recommendations for retention efforts
  Literature review of attrition problem and suggestions for further comprehensive study Investigative efforts need to examine teacher preparation, teacher demographics, conditions of the workplace, and district and state policies.
• Blending Cultural Anthropology and Multicultural Education: Team Teaching in a Teacher Education Program
  Describes how a large urban university and K-6 classroom teachers collaborated to design an undergraduate teacher education program in elementary and special education, creatively combining subject matter curriculum with educational issues and pedagogy to better prepare teachers to succeed in diverse urban schools. The result was the team-taught Liberal Studies Seminar in Anthropology.
• Coming Together: Preparing for Rural Special Education in the 21st Century. Conference Proceedings of the American Council on Rural Special Education (18th, Charleston, South Carolina, March 25-28, 1998)
  This proceedings contains 64 papers on rural special education. Papers present promising practices in rural special education, discussions of theory and research, research findings, program descriptions, and topics of current concern.
• Foundations of Education, Volume I: History and Theory of Teaching Children and Youths with Visual Impairments. Second Edition
  This text, one of two volumes on the instruction of students with visual impairments, focuses on the history and theory of teaching such students.
• Improving the retention of special education teachers. Final report. RTI project 5168
  A 3-year research and development project examined ways to improve the retention of special education teachers in the Memphis (Tennessee) City Schools. Several individual studies identified sources of dissatisfaction with teaching and the conditions that would encourage career longevity among teachers.
• Pathways to Teacher Learning in Multicultural Contexts: A Longitudinal Case Study of Two Novice Bilingual Teachers in Urban Schools
  This longitudinal case study focused on the learning trajectories of two novice bilingual education teachers in urban schools. Changes in and relationships between these teachers’ knowledge, beliefs, and interactive thinking about teaching culturally diverse learners were traced.
• Preparing, Recruiting, and Retaining Special Education Personnel in Rural Areas
  Nationwide, the shortage of special education teachers is expected to grow, fueled by expanding demand and high teacher attrition rates. The situation in Texas mirrors that of the nation.
• Project Bridge: Preparing African-American Teachers To Work with Young Children with Disabilities and Their Families. Final Report
  This final report describes the activities and outcomes of a federally funded project that was designed to prepare African-American students at the graduate level as teachers in Early Childhood Special Education (ECSE), who would be capable of meeting the special education needs of young children with disabilities, ages birth through five, and their families.
• Service-Learning in Teacher Education: Enhancing the Growth of New Teachers, Their Students, and Communities
  This book provides teacher educators, administrators, practicing teachers who work with preservice teachers, policymakers, and researchers with information on the conceptual, research, and application areas of service-learning in preservice teacher education.
• Teachers of Gifted Students: Suggested Multicultural Characteristics and Competencies
  This article discusses desired characteristics and competencies in teachers of gifted students who are culturally, ethnically, or linguistically diverse. These include: culturally relevant pedagogy, equity pedagogy, a holistic teaching philosophy, a communal philosophy, respect for students' primary language, culturally congruent instructional practices, culturally sensitive assessment, student-family-teacher relationships, and teacher diversity.
• Teachers' perceptions of administrative support.
  This report summarizes results of a survey of special educators regarding first, their working conditions related to central office support and, second, the impact of administrative support on their job satisfaction, commitment, and intent to leave. Major findings regarding teacher attitudes toward central office administrators include a perceived administrative distance with a sense of being managed from a distance and a lack of proactive assistance and a perceived dissonance in priorities and values between teachers and central office administrators.
• Teachers' Perceptions of working conditions: Impact of job design on stress, commitment, and intent to leave
  This report summarizes results of a survey of special educators regarding first, their working conditions related to central office support and, second, the impact of administrative support on their job satisfaction, commitment, and intent to leave.
• Teachers' Perceptions of working conditions: Impact of job design on stress, commitment, and intent to leave
  This report summarizes results of a survey of special educators regarding first, their working conditions related to central office support and, second, the impact of administrative support on their job satisfaction, commitment, and intent to leave. Major findings regarding teacher attitudes toward central office administrators include a perceived administrative distance with a sense of being managed from a distance and a lack of proactive assistance and a perceived dissonance in priorities and values between teachers and central office administrators.
• To Teach Me Is To Know Me
  Proposes three solutions to the continuing problem of disproportionate representation of multicultural students in special education programs: (1) training of culturally and linguistically diverse teachers in teacher preparation programs; (2) inclusion of multicultural education perspectives in special education; and (3) the implementation of culturally responsive instruction in classroom settings. (Author/DB).
• What do first-year special education teachers need?
  Analysis of focus groups of beginning special education teachers, teacher mentors, and administrators considers the needs of beginning special education teachers, forms of needed support, content of needed support, and the sense of isolation and need for support. Implications for teacher induction and teacher mentoring programs are drawn, also print and Web resources on mentoring and beginning teachers are identified.