骑栅栏

IF 0.9 Q3 EDUCATION, SPECIAL
Ginevra Courtade
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A regression analysis revealed that the initial scores in each burnout domain (emotional exhaustion, depersonalization, personal accomplishment) explained the most variation in reported burnout at the end of the year, except for passive avoidance. The authors suggest these findings indicate the stability of burnout and highlight personal and school-related factors that could be targeted for prevention or intervention research on burnout. Next, Schutz and Travers present the results of a mixedmethods design study to explore the perspectives staff and administrators from 10 U.S. rural districts provided about (a) staffing for supporting students with disabilities in work preparation, (b) how districts approached career development, and (c) how various factors influenced service delivery. 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引用次数: 0

摘要

在第42卷的第三期中,我很高兴地介绍三份研究报告和一份项目描述。在第一份研究报告中,Ruble、McGrew、Fischer、Findley和Stayton报告了一项研究的结果,该研究旨在调查新冠肺炎大流行前一学年美国农村特殊教育教师(N=48)的职业倦怠情况。研究人员收集了四个不同时间点的数据,并使用年初的测量结果,分析了可以预测学年末倦怠的学校相关因素和个人因素。结果显示,倦怠在整个学年保持一致,基线倦怠得分是年底倦怠的最强预测因素。回归分析显示,除被动回避外,每个倦怠领域(情绪耗竭、人格解体、个人成就)的初始得分解释了年底报告的倦怠变化最大的原因。作者认为,这些发现表明了倦怠的稳定性,并强调了个人和学校相关因素,这些因素可以作为预防或干预倦怠研究的目标。接下来,Schutz和Travers介绍了一项混合方法设计研究的结果,以探索来自美国10个农村地区的工作人员和管理人员对以下方面的看法:(a)为残疾学生的工作准备提供支持的人员配置,(b)地区如何对待职业发展,以及(c)各种因素如何影响服务提供。调查结果显示,残疾学生对职业发展机会的参与程度因其具体残疾、如何分配工作人员提供服务以及利用伙伴关系的程度而异。根据这些发现,作者建议解决员工需求,促进残疾学生参与就业准备。Rahn和她的同事描述了他们的研究,目的是研究阿巴拉契亚地区学龄前残疾儿童的早期识字技能与家庭识字环境之间的关系。作者对55名3至6岁的个性化教育项目儿童使用了在线识字筛查工具。家长们通过填写一份问卷来参与调查,该问卷评估了他们的家庭识字环境,包括育儿信念和实践。结果表明,儿童在筛选工具上的得分不受父母阅读信念的影响,但与父母的写作和沟通模式有关。无论是父母的信仰还是实践都无法预测孩子的识字筛查分数。讨论了对研究和实践的启示。为了解决这个问题,McKissick、Wrenn和Vach提出了一个项目描述,他们在其中评估了东卡罗来纳大学教师准备项目对初任特殊教育工作者达到专业标准和履行工作职责的准备和信心的影响。来自一个以农村为重点的教师培养项目的本科生实习生积极完成了一份Q类特殊教育教师国家标准和一份书面问卷。作者使用因子分析和主题分析对数据进行了分析,以得出实习生在项目经验框架内对自我效能感的看法。调查结果显示,实习生报告称,他们为促进多样性和满足个别学生的需求做好了充分准备。然而,他们表示,在从事专业实践和承担协作领导者的角色方面,需要额外的支持。我要感谢所有为第42卷第3期做出贡献的作者。我希望我们的读者喜欢这个新问题,并将能够在他们自己的实践社区中使用一些想法。Ginevra R.Courtade执行主编,路易斯维尔大学1189401 RSQXXX10.1177/87568705231189401农村特殊教育学院编辑编辑2023
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Riding Fences
In the third issue of Volume 42, I am pleased to present three research reports and a program description. In the first research report, Ruble, McGrew, Fischer, Findley, and Stayton report the results of a study conducted to examine burnout among U.S. rural special education teachers (N = 48) throughout the school year preceding the COVID-19 pandemic. The researchers collected data at four different points in time and analyzed both school-related and personal factors that could predict burnout at the end of the school year, using measurements taken at the beginning of the year. Results showed that burnout remains consistent throughout the school year and baseline burnout scores were found to be the strongest predictors of burnout at the end of the year. A regression analysis revealed that the initial scores in each burnout domain (emotional exhaustion, depersonalization, personal accomplishment) explained the most variation in reported burnout at the end of the year, except for passive avoidance. The authors suggest these findings indicate the stability of burnout and highlight personal and school-related factors that could be targeted for prevention or intervention research on burnout. Next, Schutz and Travers present the results of a mixedmethods design study to explore the perspectives staff and administrators from 10 U.S. rural districts provided about (a) staffing for supporting students with disabilities in work preparation, (b) how districts approached career development, and (c) how various factors influenced service delivery. Findings revealed that the participation of students with disabilities in career development opportunities varied depending on their specific disabilities, how staff were allocated for service provision, and the extent to which partnerships were utilized. The authors recommend addressing staff needs and promoting inclusion for students with disabilities in employment preparation based on these findings. Rahn and her colleagues describe their study in which the aim was to examine associations between early literacy skills and the home literacy environment of preschool children with disabilities in the Appalachian region. The authors administered an online literacy screening tool to 55 children ages 3 to 6 years who had an Individualized Education Program. Parents participated by completing a questionnaire that assessed 'their home literacy environment, including parenting beliefs and practices. The results showed that children’s scores on the screening tool were not influenced by parent reading beliefs, but they were associated with the modeling of writing and communication by parents. Neither parent beliefs nor practices could predict children’s literacy screening scores. Implications for research and practice are discussed. To close this issue, McKissick, Wrenn, and Vach present a program description in which they assess the impact of East Carolina University’s teacher preparation program on the preparedness and confidence of beginning special educators to meet professional standards and fulfill their job responsibilities. Undergraduate interns from a rural-focused teacher preparation program actively completed a Q sort of national standards for special education teachers and a written questionnaire. The authors analyzed the data using factor analysis and thematic analysis to draw conclusions regarding the interns’ perceptions of self-efficacy within the framework of their program experiences. Findings revealed that interns reported feeling adequately prepared to promote diversity and address individual students’ needs. However, they expressed the need for additional support in engaging in professional practice and assuming the role of a collaborative leader. I would like to thank all the authors who contributed to Volume 42, Issue 3. I hope our readers enjoy this new issue and will be able to use some of the ideas in their own community of practice. Ginevra R. Courtade Executive Editor, University of Louisville 1189401 RSQXXX10.1177/87568705231189401Rural Special Education QuarterlyEditorial editorial2023
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来源期刊
Rural Special Education Quarterly
Rural Special Education Quarterly EDUCATION, SPECIAL-
CiteScore
3.00
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6.70%
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16
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