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How Expert Special Educators Effectively Negotiate Their Job Demands

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Title: How Expert Special Educators Effectively Negotiate Their Job Demands
Language: English
Authors: Ortogero, Shawna P., Black, Rhonda S., Cook, Bryan G.
Source: Journal of the American Academy of Special Education Professionals. Win 2017:6-24.
Availability: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Peer Reviewed: Y
Page Count: 19
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Expertise, Special Education, Special Education Teachers, Labor Demands, Qualitative Research, Case Studies, Secondary School Teachers, Semi Structured Interviews, Individualized Education Programs, Grounded Theory, Classroom Techniques, Observation, Journal Writing
Geographic Terms: Hawaii
ISSN: 2325-7466
Abstract: This qualitative case study explored how three expert secondary special education teachers in Hawaii successfully negotiated their job demands. Purposeful sampling was used to select one secondary school on the Leeward coast of Oahu. We used reputational-case sampling to select participants that fit Dreyfus and Dreyfus' (1980) expert theoretical construct, and defined expert special education teachers as (a) licensed to teach special education in Hawaii, (b) taught special education in Hawaii for a minimum of 6 years, and (c) nominated by their principals and special education department chair as experts. Data were derived from semi-structured interviews, observations, and teacher-kept time journals and were analyzed through individual and cross-case analysis to uncover underlying themes. Findings from this qualitative study identified resources and supports, skills, behaviors, and dispositions that three expert special education co-teachers used to effectively manage their multiple job demands such that they averted burnout and remained in the field. Major themes regarding what helped the participants juggle their job demands included relying on others for help; working beyond required work hours; multitasking; and having good classroom management skills, a positive attitude, and empathy. These results have implications for teacher education programs, administrators, and practitioners regarding the qualities of expert special educators, how to move from a novice to expert teacher, and providing role clarification.
Abstractor: As Provided
Entry Date: 2017
Accession Number: EJ1129636
Database: ERIC
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  Data: How Expert Special Educators Effectively Negotiate Their Job Demands
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+American+Academy+of+Special+Education+Professionals%22"><i>Journal of the American Academy of Special Education Professionals</i></searchLink>. Win 2017:6-24.
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  Data: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
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  Data: This qualitative case study explored how three expert secondary special education teachers in Hawaii successfully negotiated their job demands. Purposeful sampling was used to select one secondary school on the Leeward coast of Oahu. We used reputational-case sampling to select participants that fit Dreyfus and Dreyfus' (1980) expert theoretical construct, and defined expert special education teachers as (a) licensed to teach special education in Hawaii, (b) taught special education in Hawaii for a minimum of 6 years, and (c) nominated by their principals and special education department chair as experts. Data were derived from semi-structured interviews, observations, and teacher-kept time journals and were analyzed through individual and cross-case analysis to uncover underlying themes. Findings from this qualitative study identified resources and supports, skills, behaviors, and dispositions that three expert special education co-teachers used to effectively manage their multiple job demands such that they averted burnout and remained in the field. Major themes regarding what helped the participants juggle their job demands included relying on others for help; working beyond required work hours; multitasking; and having good classroom management skills, a positive attitude, and empathy. These results have implications for teacher education programs, administrators, and practitioners regarding the qualities of expert special educators, how to move from a novice to expert teacher, and providing role clarification.
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    Languages:
      – Text: English
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        PageCount: 19
        StartPage: 6
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      – SubjectFull: Expertise
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Special Education Teachers
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      – SubjectFull: Labor Demands
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Semi Structured Interviews
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      – SubjectFull: Individualized Education Programs
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      – SubjectFull: Grounded Theory
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Observation
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      – SubjectFull: Journal Writing
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      – SubjectFull: Hawaii
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      – TitleFull: How Expert Special Educators Effectively Negotiate Their Job Demands
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