The Shifting Context of Special Education Teachers’ Work
Author:
Affiliation:
1. Temple University, Philadelphia, PA, USA
2. Kansas State University, Manhattan, KS, USA
3. University of Florida, Gainesville, FL, USA
4. Boston University, Boston, MA, USA
Abstract
Publisher
SAGE Publications
Subject
Public Health, Environmental and Occupational Health,Education
Link
http://journals.sagepub.com/doi/pdf/10.1177/07419325221113016
Reference60 articles.
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2. Albrecht S. F., Johns B. H., Mounsteven J., Olorunda O. (2009). Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities. Psychology in the Schools, 46(10), 1006–1022. https://doi.org/frfj5x
3. Bettini E., Cumming M., O’Brien K., Brunsting N. C., Ragunathan M., Sutton R., Chopra A. (2020). Predicting special educators’ intent to continue teaching students with emotional or behavioral disorders in self-contained settings. Exceptional Children, 86(2), 209–228. https://doi.org/10.1177/0014402919873556
4. Bettini E., Gilmour A. F., Williams T. O., Billingsley B. (2020). Predicting special and general educators’ intent to continue teaching using conservation of resources theory. Exceptional Children, 86, 310–329. https://doi.org/ghm63q
5. Bettini E., Lillis J., Stark K., Brunsting N., Morris-Mathews H. (2021). Special educators’ experiences of interpersonal interactions in self-contained settings for students with emotional/behavioral disorders. Remedial and Special Education, 43(2), 98–113. https://doi.org/htw6
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