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How Beginning Special and General Education Elementary Teachers Negotiate Role Expectations and Access Professional Resources
The purposes of this study were twofold: (1) to explicate differences in the curricular, instructional, and role expectations experienced by beginning special and general education elementary teachers, and (2) to document variations in how novices from both groups addressed expectations they encountered. The study found considerable differences in the curricular expectations placed on novice special education and general education teachers, the students they were assigned, and the classrooms and physical settings in which they were expected to work.
Updated: Oct. 27, 2011