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Education's Divided Programming : = A Holistic Narrative Study of Special Education Seen Through the Work Experience of Special Education Practitioners and Administration.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Education's Divided Programming :/
Reminder of title:	A Holistic Narrative Study of Special Education Seen Through the Work Experience of Special Education Practitioners and Administration.
Author:	Ptak, David.
Description:	1 online resource (166 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379921675

Education's Divided Programming : = A Holistic Narrative Study of Special Education Seen Through the Work Experience of Special Education Practitioners and Administration.
Ptak, David.

Education's Divided Programming :A Holistic Narrative Study of Special Education Seen Through the Work Experience of Special Education Practitioners and Administration. - 1 online resource (166 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ed.D.)--Aurora University, 2023.

Includes bibliographical references

This narrative study explored the holistic, interconnected challenges that impact special education practitioners in three cross-categorical (CC) special education junior high classrooms in rural Central Illinois. Participants included three junior high school special education teachers, three special education administrators, and three junior high district principals. Over a period of six weeks, participants were interviewed three times focusing on their changing roles in special education. Results suggest that special education practitioner retention is negatively impacted by restrictive evaluations and growth components, the prevalence and intensity of student behaviors, and scarcity of classroom resources including time, scheduling, and training, as well as the changing roles, increased responsibilities, and perceived lack of support of special education teachers. Results are discussed in terms of implications for special education engagement and professional development, and in terms of the wider systemic implications of support and scheduling.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379921675Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

AdministrationIndex Terms--Genre/Form:

554714
Electronic books.

Education's Divided Programming : = A Holistic Narrative Study of Special Education Seen Through the Work Experience of Special Education Practitioners and Administration.
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