ERIC Number: EJ951713
Record Type: Journal
Publication Date: 2011-Dec
Abstractor: As Provided
Reference Count: 44
Nobody Tells You How to Be a SENCo
Rosen-Webb, Sarah M.
British Journal of Special Education, v38 n4 p159-168 Dec 2011
The ways in which SENCos identify themselves and how they enact the SENCo role is the focus of this research by Sarah Rosen-Webb, an associate tutor and course coordinator at Middlesex University. Who becomes a SENCo and how different individuals develop their SENCo role is explored through the study of the career pathways of nine SENCos in nine secondary schools in England. Data from semi-structured interviews and completion of Diamond Nine activities were coded and analysed using grounded theory procedures. Recommendations arising from this research indicate that recruitment initiatives and development programmes need to be alert to the dynamics between management and teaching roles of SENCos, and to be careful in maintaining a balance between management training and specialist teacher training.
Descriptors: Grounded Theory, Interviews, Foreign Countries, Teacher Attitudes, Secondary Schools, Teacher Role, Special Education, Educational Needs, Coordinators, Eligibility, Teacher Characteristics, Change Strategies, School Activities, Career Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)