Mentoring Beginning Special Education Teachers and the Relationship to Attrition

By Susan D. Whitaker. 2000

221 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/17d7a788a5704557da9ecb754af0ff0646b400e7

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teacher Stress: What It Is, Why It's Important, How It Can be Alleviated (2016, background): “As a result of the guidance and support received through mentoring, beginning teachers felt more competent and motivated and indicated that they were more willing to stay in the teaching profession (Whitaker, 2000).”
Mentoring Student Teachers to Support Self‐Regulated Learning (2006, background): “Some research suggests it may be unreasonable to expect beginning teachers to achieve the instructional sophistication and student awareness required for teaching SRL (Brown & Campione, 1994; Whitaker, 2000).”
Mentoring Student Teachers to Design and Implement Literacy Tasks that Support Self-Regulated Reading and Writing (2007, background): “the student-centered approach to teaching that characterizes high SRL classrooms may require expertise that is beyond what student teachers can reasonably be expected to achieve in one year of teacher preparation (Whitaker, 2000).”
The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study (2010, background): “The proposed mismatch between preservice preparation and the actual working conditions of teachers has been identified as a major reason for high levels of attrition in inclusive education (McLeskey & Billingsley, 2008; Whitaker, 2000).”
The Relationship of Perceived Support to Satisfaction and Commitment for Special Education Teachers in Rural Areas (2012, methodology): “These processes, used in prior research to investigate support and commitment (Whitaker, 2000), ensured 6 Rural Special Education Quarterly 2012 31(1) that the final version of the instrument contained appropriate content to measure the constructs under investigation and produced information that…”
The Role of School-Based Colleagues in Shaping the Commitment of Novice Special and General Education Teachers (2013, background): “Special educators are likely to lean heavily on their colleagues for instructional support, and there is some evidence that informal support from mentors and colleagues is associated with increased commitment among novice special educators (Billingsley, Carlson, & Klein, 2004; Whitaker, 2000).”
Teacher Burnout In Special Education: The Causes and The Recommended Solutions (2002, methodology): “Next, a number of studies suggest that mentoring may enhance retention by providing more support for beginning special education teachers (Gerstein, Keating, Yovanoff, Harniss, 2001; Singh & Billingsley, 1996; Whitaker, 2000).”
Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention (2012, background): “Similarly, Whitaker (2000a) recognized that mentor matching (grade level, type of students, proximity) was important to beginning teachers’ perceptions of the effectiveness of mentorship.”
Who is Teaching Students with Emotional and Behavioral Disorders?: A Profile and Comparison to other Special Educators (2006, background): “The systematic support of special education teachers can also have a positive effect on new special educators’ knowledge, skills, and selfconfi dence (Billingsley, in press; Griffi n, Winn, Otis-Wilborn, & Kilgore, 2003; Whitaker, 2000).”
The Working Conditions and Induction Support of Early Career Special Educators (2004, background): “Whitaker (2000) investigated the perceptions of 156 first-year special educators in South Carolina and examined the impact of induction support programs on special educators’ plans to remain in teaching.”
Key influences on special education teachers’ intentions to leave (2017, result): “These findings are in line with previous studies that have identified the newly hired, less experienced teachers as an at-risk group who are likely to leave their jobs within the first five years of employment (Billingsley, 2004b; Stempien and Loeb, 2002; Whitaker, 2000).”
Regional Differences in School Psychology Practice (2002, background): “Whitaker (2000) has shown that mentoring and supervision of first year special education teachers from people in different specialties (e.g., a general education teacher) often correlates with dissatisfaction with the supervisory relationship.”
Issues in Special Education Teacher Recruitment, Retention, and Professional Development: Considerations in Supporting Rural Teachers (2011, methodology): “These methods are similar to those used in previous retention research (e.g., Westling & Whitten, 1996; Whitaker, 2000).”