دورية أكاديمية
State-Wide Programming for Supporting New Special Education Teachers: A Rural Perspective
| العنوان: | State-Wide Programming for Supporting New Special Education Teachers: A Rural Perspective |
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| اللغة: | English |
| المؤلفون: | Christopher J. Rivera (ORCID |
| المصدر: | Rural Special Education Quarterly. 2023 42(4):193-201. |
| الإتاحة: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Descriptors: | State Programs, Beginning Teachers, Special Education Teachers, Coaching (Performance), Faculty Development, Rural Education, Special Education |
| مصطلحات جغرافية: | North Carolina |
| DOI: | 10.1177/87568705231201171 |
| تدمد: | 8756-8705 2168-8605 |
| مستخلص: | Supporting beginning teachers continues to be problematic for education systems across the nation. Issues concerning recruitment and retention have long plagued the profession. The onset of the global pandemic exacerbated these issues, particularly across rural communities. Researchers continue to advocate for the need to provide beginning teachers with supports such as professional development, mentoring, and consultation to help improve retention and overall school/professional outcomes. The delivery of these supports must go beyond traditional methods of implementation, especially considering the lack of resources that schools encounter. This article is a program description of a regional approach for providing instructional coaching, professional development, and professional learning networks for beginning teachers, with a specific focus on its impact on special educators in rural communities. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1403605 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 8756-8705 2168-8605 |
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| DOI: | 10.1177/87568705231201171 |