The Shortage of Fully Certified Teachers in Special and General Education

Boe, Erling E.; Cook, Lynne; Bobbitt, Sharon A.; Terhanian, George Harry

doi:10.1177/088840649802100103

Cited by 66 publications

(46 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The most detailed national-level study of this type was reported by Boe, Cook, Bobbitt, and Terhanian (1998), who found that entering SETs (i.e., those not already employed as teachers) exacerbated the shortage of fully certified SETs. This is because 31.8% of entering SETs were partly certified, in contrast to only 7.8% of continuing SETs.…”

mentioning

confidence: 99%

The Chronic and Increasing Shortage of Fully Certified Teachers in Special and General Education

Boe

Cook

2006

Exceptional Children

Self Cite

View full text Add to dashboard Cite

This study addresses the chronic and increasing national shortage of fully certified special education teachers (SETs) in comparison with general education teachers (GETs). The data sources were the 1987-1988 through 1999-2000 Schools and Staffing Surveys and the Data Analysis System for special education for school years 1987-1988 through 2001-2002. The study found that (a) the shortage of fully certified SETs increased from 7.4% in 1993-1994 to 12.2% in 2001-2002 (2%-4% greater than the shortage of fully certified GETs), (b) the number of additional fully certified SETs needed almost doubled from 25,000 in 1993-1994 to 49,000 in 2001-2002, (c) (GETs). The data sources were the 1987-1988 through 1999-2000 Surveys and the Data Analysis System for special education for school years 1987-1988 through 2001-2002. The study found that (a) the shortage of fully certified SETs increased from 7.4% in 1993-1994 to 12.2% in 2001-2002 (2%-4% greater 25,000 in 1993-1994 to 49,000 in 2001-2002, (c) Exceptional Children

show abstract

mentioning

confidence: 99%

The Chronic and Increasing Shortage of Fully Certified Teachers in Special and General Education

Boe

Cook

2006

Exceptional Children

Self Cite

View full text Add to dashboard Cite

show abstract

“…Billingsley and Cross (1992) report that the special education field loses many teachers to general education in their study based on the data collected from general and special education teachers in the United States. Similarly, Boe et al (1998) claim that a higher percentage of special educators transfer to general education than the reverse in their analysis based on a population of general and special education teachers in the United States. Additionally, in a study of Alaska teachers, Schnorr (1995) suggests that general education teachers who hold both general and special education certification mostly are not interested in transferring to special education.…”

Section: Discussionmentioning

confidence: 99%

Perceived Organizational Support, Stress Coping Behaviors and Mediating Role of Psychological Capital: Special Education and Rehabilitation Centers

Erdem¹,

Türen²,

Gökmen³

et al. 2017

Scientific Annals of Economics and Business

View full text Add to dashboard Cite

High level stress in work place is known to be associated with negative organizational behaviors and bad organizational performance. There are individual and organizational factors influencing stress coping behavior of employees. In this study we explore the impact of employees' perceptions of organizational support on their stress coping capabilities (problem-focused stress coping and emotionfocused stress coping) and whether their psychological capital (PsyCap) plays a mediating role in this relationship using the sample of employees in special education and rehabilitation centers in Turkey. Multivariate statistical analyses show a significant positive relationship between perceived organizational support (POS) and problem-focused stress coping (PFSC), and no significant relationship between POS and emotion-focused stress coping (EFSC). A significant positive association is detected between POS and PsyCap. Accordingly, our findings show that PsyCap plays a partial mediating role in the association between POS and PFSC.

show abstract

“…Historically the right of passage to becoming a teacher has been teacher certification/licensure (Boe et al 1998;U.S. Department of Education 1998;Renzaglia et al 1997).…”

Section: Introductionmentioning

confidence: 99%

Inquiry-Based Early Childhood Teacher Preparation: The Personal Learning Plan Method

Malone

2008

Early Childhood Educ J

View full text Add to dashboard Cite

The purpose of this paper is to describe a Personal Learning Plan method used in undergraduate early childhood education courses as a specific case of learner-centered, inquiry-based instruction. A rationale for this approach to instruction, the instructional context in which the specific method was developed and used, the method framework (i.e., preliminary and final plans, activities, products, and reflections), and the evaluation process will be discussed. Finally, a discussion of the perceived benefits and challenges of the method as it has been implemented will be presented.

show abstract

The Shortage of Fully Certified Teachers in Special and General Education

Cited by 66 publications

References 4 publications

The Chronic and Increasing Shortage of Fully Certified Teachers in Special and General Education

The Chronic and Increasing Shortage of Fully Certified Teachers in Special and General Education

Perceived Organizational Support, Stress Coping Behaviors and Mediating Role of Psychological Capital: Special Education and Rehabilitation Centers

Inquiry-Based Early Childhood Teacher Preparation: The Personal Learning Plan Method

Contact Info

Product

Resources

About