Examines attempts to clarify empirically what is stressful about teaching. Reports data--based on standard indices of stress--from study of 55 staff in 4 Scottish residential schools for children with emotional/social difficulties. Within context of providing teachers with inservice help in coping with stress, demonstrates inadequacies of current…

The authors of EC 610 841 comment on problems encountered in their research, such as difficulties in analyzing interview data, and discuss their ongoing three-year study of personal and environmental influences affecting attrition of special education teachers. (DB)

This study examined the practices of 321 special education teachers with responsibility for supervising paraprofessionals. Teachers reported little preparation for supervision; most were not involved in hiring but were responsible for evaluation; most provided oral, not written instructions; few held regular meetings with paraprofessionals; and…

This paper reviews 12 studies of special education teacher attrition, concluding that research-based models for improving the retention of special education teachers do not exist. Guidelines for a research agenda to identify variables that influence the attrition of special education teachers are offered. (DB)

This project surveyed special education teachers who were employed in the Gadsden Independent School District, Anthony, New Mexico, during the 1992-93 academic year to identify attitudinal differences between special education teachers (N=8) who departed the district the following year and those (N=32) who remained in the district. A survey…

After viewing videotaped vignettes of classroom situations, 155 teachers rated severity, tolerance, manageability, and contagion factors related to a target child. Ratings indicated significant multivariate differences between regular/special education teachers and disruptive/nondisruptive behaviors, with regular educators being less tolerant and…

This introduction to the journal's topical issue on supply and demand in special education personnel preparation notes methodological issues in assessing supply and demand, definitional issues, and the importance of accurate determination of supply and demand needs in special education. (DB)

Analysis of completed surveys from 230 teachers of blind and visually impaired learners found that preservice training programs emphasizing the methodology of teaching Braille and the development of tactual perception tended to produce teachers who have positive attitudes toward Braille and feel competent in teaching Braille to children. (DB)

The ABLE (Analyzing Behavior State and Learning Environments) model was evaluated with eight teachers of students with profound mental retardation. Results indicated that, with training, teachers were able to reliably implement the model, increase the preferred alert and active states, and decrease the nonpreferred states such as sleep and…

This unique resource provides a comprehensive review of current knowledge about phonological awareness, together with practical guidance for helping preschoolers to adolescents acquire needed skills. Up-to-date findings are synthesized on the development of phonological awareness; its role in literacy learning; and how it can be enhanced in…

Thirty gifted education teachers were compared with 46 regular education teachers using the Teacher Perceiver Interview. Gifted teachers differed from regular teachers on six characteristics (Focus, Gestalt, Innovation, Mission, Rapport Drive, and Investment) but did not differ on two commonly cited characteristics of gifted teachers:…

This qualitative multicase study explored the perceptions of three special education teachers of students with learning disabilities who had themselves received special education services for learning disabilities. Specifically, the study focused on how participants' past experiences with receiving special education influenced their current…

Historically many students with disabilities did not participate in accountability systems. The No Child Left Behind Act of 2001 (NCLB) requires that students in all targeted subgroups, including students with disabilities, have the opportunity to learn challenging material that is linked to content standards and to participate in statewide…

The University of Washington has designed a rural track in its master's level training program in early childhood special education. This paper reports on the components of the training program and the results of the first two years of teacher preparation, including placement of trainees in rural practicum sites. (Author/JDD)

Discussion of the development of professional development software for special education teachers reviews the literature to (1) consolidate the database of literature regarding professional development software; (2) examine the degree to which the described software has been comprehensively evaluated; and (3) provide suggestions for future…