Factors Influencing the Attrition and Retention of Special Education Teachers Based on Gender and Racial Differences

Author:

Scott LaRon A.ORCID,Bell Nicholas,Bowman Rachel W.,Evans Imani,Dayton Meagan

Publisher

Springer Science and Business Media LLC

Subject

Education,Sociology and Political Science

Reference59 articles.

1. Antrop-González, R., & De Jesús, A. (2006). Toward a theory of critical care in urban small school reform: Examining structures and pedagogies of caring in two Latino community based schools. International Journal of Qualitative Studies in Education, 19, 409–433.

2. Bell, N. S. (2022). Critical investigation of overrepresentation in special education: Innovative research to inform policy and practice. (Publication No. 29211467) [Doctoral Dissertation, University of Delaware]. School of Education, University of Delaware.

3. Bell, A., Chetty, R., Jaravel, X., Petkova, N., & Van Reenen, J. (2017, December). CEP Discussion Paper No 1519: Who becomes an inventor in America? The importance of exposure to innovation.

4. Berry, A. B. (2012). The relationship of perceived support to satisfaction and commitment for special education teachers in rural areas. Rural Special Education Quarterly, 31(1), 3–14. https://doi.org/10.1177%2F875687051203100102

5. Bettini, E., Stark, K., & Meyer, K. M. (2023). Gendered discourse about special education teaching as care work: Implications for improving inequitable working conditions. Teacher Education and Special Education Handbook.

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