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Beginning Teachers' Views of Their Collaborative Roles.

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Title: Beginning Teachers' Views of Their Collaborative Roles.
Authors: Conderman, Greg1, Johnston-Rodriguez, Sarah1
Source: Preventing School Failure. Summer2009, Vol. 53 Issue 4, p235-244. 10p. 4 Charts.
Subject Terms: *Beginning teachers, *School environment, *Mentoring in education, *Teacher training, *Teacher attitudes, *Special education teachers, *General education, *Individualized education programs, *Mainstreaming in special education, *Inclusive education, Teams, Individuals with Disabilities Education Improvement Act of 2004
Geographic Terms: United States
Abstract: The Individuals With Disabilities Education Improvement Act (2004) made significant changes in the roles of general and special educators, especially related to inclusion and collaboration. This pilot study examined the perceptions of beginning elementary and secondary school special and general education teachers in a midwestern state in the United States regarding their preparation for and the importance of their new roles, as well as their current training needs and plans to remain in teaching. The authors provide results from forced-choice and open-ended survey questions along with implications and suggestions for future research, especially in the areas of school culture, 1st-year mentoring, and preservice preparation. [ABSTRACT FROM AUTHOR]
Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Individuals With Disabilities Education Improvement Act (2004) made significant changes in the roles of general and special educators, especially related to inclusion and collaboration. This pilot study examined the perceptions of beginning elementary and secondary school special and general education teachers in a midwestern state in the United States regarding their preparation for and the importance of their new roles, as well as their current training needs and plans to remain in teaching. The authors provide results from forced-choice and open-ended survey questions along with implications and suggestions for future research, especially in the areas of school culture, 1st-year mentoring, and preservice preparation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=38594833
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        Value: 10.3200/PSFL.53.4.235-244
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        Text: English
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      – SubjectFull: Mentoring in education
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      – SubjectFull: Teacher attitudes
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      – SubjectFull: Teams
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      – SubjectFull: Individuals with Disabilities Education Improvement Act of 2004
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      – SubjectFull: United States
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      – TitleFull: Beginning Teachers' Views of Their Collaborative Roles.
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              Text: Summer2009
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