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ERIC Number: EJ1081908
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-0162-6620
Listen-Identify-Brainstorm-Reality-Test-Encourage (LIBRE) Problem-Solving Model: Addressing Special Education Teacher Attrition through a Cognitive-Behavioral Approach to Teacher Induction
Guerra, Norma S.; Hernandez, Art; Hector, Alison M.; Crosby, Shane
Action in Teacher Education, v37 n4 p334-354 2015
Special education teacher attrition rates continue to challenge the profession. A cognitive-behavioral problem-solving approach was used to examine three alternative certification program special education teachers' professional development through a series of 41 interviews conducted over a 2-year period. Beginning when they were novice special educators, we collected information concerning what they identified as problems and whether their demonstrated self-awareness about problem solving might influence their professional persistence. As would be expected, analyses suggest, these teachers demonstrated more deliberate, active, and self-directed problem solving at the end of data collection than at the beginning. This self-awareness may facilitate teacher sense of control and problem-solving efficacy and thus may increase the likelihood that novice special educators will remain in the field.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A