Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders-Reference-Cited by-同舟云学术

Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders

Published:2012-06-16 Issue:2 Volume:43 Page:345-360
ISSN:0162-3257
Container-title:Journal of Autism and Developmental Disorders
language:en
Short-container-title:J Autism Dev Disord

Author:

Coman Drew,Alessandri Michael,Gutierrez Anibal,Novotny Stephanie,Boyd Brian,Hume Kara,Sperry Laurie,Odom Samuel

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology

Link

http://link.springer.com/content/pdf/10.1007/s10803-012-1573-1.pdf

Reference39 articles.

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3. Billingsley, B. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education, 38(1), 39–55.

4. Billingsley, B. S., & Cross, L. H. (1992). Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educators. The Journal of Special Education, 25, 453–471.

5. Boe, E., Bobbit, S. A., & Cook, L. H. (1997a). Whither didst thou go? Retention, reassignment, migration, and attrition of special and general education teachers from a national perspective. Journal of Special Education, 30(4), 371–389.

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