ERIC Number: EJ851267
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 44
What Does "Highly Qualified" Mean for Urban Special Educators?
Shealey, Monika Williams; McHatton, Patricia Alvarez; Farmer, Jennie
Urban Education, v44 n4 p410-426 2009
In this article, the authors discuss the context of urban special education and the complexities of meeting the demands of standards-based reform in urban settings. The study presented highlights the voices of urban special educators in two large urban school districts as they navigate meeting the demands of teaching students with disabilities, and share their perceptions of their roles and responsibilities as a result of No Child Left Behind Act. Findings reveal several implications for educational policy and areas of future research in teacher quality and workplace conditions for urban special educators.
Descriptors: Urban Schools, School Districts, Special Education Teachers, Teacher Attitudes, High Stakes Tests, Classroom Techniques, Teaching Methods, Rote Learning, Educational Policy, Teacher Responsibility, Teacher Role, Federal Legislation, Educational Change, Teacher Qualifications, Disabilities
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001