Search results for: Graham Suzanne

Research suggests that substantial pre-service student teaching is essential for the preparation and retention of special educators. The purpose of this study is to contrast the effects of length of pre-service student teaching received against other variables that exist within a pre-service preparation program. It was found that substantial pre-service student teaching experience has a strong effect on the probability that a beginning special educator will remain in the field 1 year. In addition, none of the effects of aspects of teacher pre-service preparation or teacher or school demographics analyzed had an impact on attrition, when controlling for the number of weeks of student teaching.