Search results for: Kilgore Karen L.
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First-Year Special Educators: The Influence of School and Classroom Context Factors on Their Accomplishments and Problems
The purpose of this study was to more fully describe novice special educators' experiences by exploring their problems and accomplishments and the context factors within the classroom and school that potentially promote or constrain novices' professional development. The findings of this survey of 596 first-year special education teachers extend the literature by revealing the influence of classroom and school context factors on new teachers' accomplishments and problems.
Updated: May. 11, 2009