The Supply: Profile of Current Students and Recent Graduates in Special Education

Autor/inn/en	Tyler, Naomi Chowdhuri; Montrosse, Bianca Elizabeth; Smith, Deborah Deutsch
Titel	The Supply: Profile of Current Students and Recent Graduates in Special Education
Quelle	In: Teacher Education and Special Education, 35 (2012) 2, S.114-127 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406412444762
Schlagwörter	Needs Assessment; Doctoral Programs; Special Education; College Students; Graduate Students; Educational Background; Student Experience; Student Educational Objectives; Predictor Variables; Career Choice; Special Education Teachers; Teacher Shortage; Teacher Supply and Demand; Leadership Training; Individual Characteristics; Student Characteristics; Graduate Surveys; College Outcomes Assessment + Suchen Sie Ihr Suchwort? Bedarfsermittlung; Doktorandenprogramm; Special needs education; Sonderpädagogik; Sonderschulwesen; Collegestudent; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Vorbildung; Studienerfahrung; Prädiktor; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrermangel; Lehrerbedarf; Führungslehre; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	As the field of special education (SE) examines issues related to supply and demand of SE teachers and faculty, an investigation of students currently enrolled in doctoral programs and doctoral graduates is an important perspective to consider. The results of two components of the "Special Education Faculty Needs Assessment" (SEFNA), focused on the aforementioned two populations, are described. Students enrolled in SE doctoral programs during the spring of 2009 (n = 1,263) and graduates of SE doctoral programs between 1999 and 2008 (n = 626) were surveyed about their educational backgrounds, experiences in applying to doctoral programs, doctoral programs and studies, postgraduation plans, postgraduation career choices, and background information. Results indicated that key predictors of doctoral students who become college and university faculty include the following: intent to pursue a faculty career, financial support (e.g., teaching assistantship, research assistantship, traineeship, fellowship), age when enrolling in a doctoral program, reduced time to complete the doctoral degree, and willingness to relocate after graduation for employment. Comparisons are made to results from the "2001 Faculty Shortage Study", a predecessor to SEFNA. (Contains 3 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10