Measuring Special Educators’ Working Conditions: A Systematic Review-Reference-Cited by-同舟云学术

Measuring Special Educators’ Working Conditions: A Systematic Review

Published:2022-04-02 Issue:2 Volume:44 Page:137-153
ISSN:0741-9325
Container-title:Remedial and Special Education
language:en
Short-container-title:Remedial and Special Education

Author:

Stark Kristabel¹^ORCID,Bettini Elizabeth²,Cumming Michelle³,O’Brien Kristen Merrill⁴,Brunsting Nelson⁵^ORCID,Huggins-Manley Corinne⁶,Binkert Gino⁴,Shaheen Tashnuva²

Affiliation:

1. University of Maryland, College Park, USA

2. Boston University, MA, USA

3. Florida International University, Miami, USA

4. George Mason University, Fairfax, VA, USA

5. Wake Forest University, Winston Salem, NC, USA

6. University of Florida, Gainesville, USA

Abstract

Special education teachers’ (SETs) working conditions play a crucial role in shaping the size, quality, and effectiveness of the U.S. SET workforce and thereby shape the quality of instruction provided to students with disabilities. Valid measures of SETs’ working conditions are essential for conducting robust research on how to improve working conditions. We systematically reviewed measures of SETs’ working conditions across 44 studies, assessing evidence of validity. We find that evidence of validity for existing measures is limited but that extant measures provide a starting point for future measurement development. We urge researchers to develop valid measures in the future for use in both research and policy aimed at better supporting SETs.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/07419325221079015

Reference95 articles.

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2. Discrepancies in the Ideal Perceptions and the Current Experiences of Special Education Teachers

3. Teachers' Beliefs About Co-Teaching

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