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| Exceptionality | 2 |
| Teacher Education and Special… | 2 |
| Exceptional Children | 1 |
| Focus on Exceptional Children | 1 |
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| Brownell, Mary T. | 6 |
| Smith, Stephen W. | 5 |
| McNellis, Janet R. | 2 |
| Miller, M. David | 2 |
| Bishop, Anne G. | 1 |
| Langley, Lisa K. | 1 |
| Seo, Seonjin | 1 |
| Sindelar, Paul T. | 1 |
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| Journal Articles | 6 |
| Opinion Papers | 3 |
| Reports - Research | 2 |
| Information Analyses | 1 |
| Reports - Evaluative | 1 |
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| Researchers | 2 |
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| Florida | 2 |
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| No Child Left Behind Act 2001 | 1 |
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Peer reviewedBrownell, Mary T.; Smith, Stephen W. – Teacher Education and Special Education, 1992
This paper reviews 12 studies of special education teacher attrition, concluding that research-based models for improving the retention of special education teachers do not exist. Guidelines for a research agenda to identify variables that influence the attrition of special education teachers are offered. (DB)
Descriptors: Disabilities, Elementary Secondary Education, Faculty Mobility, Models
Peer reviewedBrownell, Mary T.; Smith, Stephen W.; McNellis, Janet R.; Miller, M. David – Exceptionality, 1997
A telephone survey of 93 Florida teachers who did not return to their special education teaching position after the 1992-93 year, found the largest portion of teachers who left did so because they were dissatisfied with conditions of work. In addition, the majority of leavers remained in education. (Author/CR)
Descriptors: Disabilities, Elementary Secondary Education, Faculty Mobility, Regular and Special Education Relationship
Peer reviewedBrownell, Mary T.; Smith, Stephen W. – Teacher Education and Special Education, 1993
This article offers a conceptual model for studying teacher attrition and retention. The model incorporates historical, environmental, and external factors believed to influence teachers' decisions about whether to continue teaching. The framework is used to draw implications for future special education teacher preparation research. (Author/DB)
Descriptors: Career Choice, Career Development, Decision Making, Disabilities
Peer reviewedMiller, M. David; Brownell, Mary T.; Smith, Stephen W. – Exceptional Children, 1999
A survey of 1,576 Florida special-education teachers examined factors that contribute to their propensity to leave or stay in the special education classroom or transfer to a new school. Teachers left special education teaching primarily due to insufficient certification, perceptions of high stress, and perceptions of poor school climate.…
Descriptors: Disabilities, Educational Environment, Elementary Secondary Education, Faculty Mobility
Reflections on "Attrition in Special Education: Why Teachers Leave the Classroom and Where They Go".
Peer reviewedBrownell, Mary T.; Smith, Stephen W.; McNellis, Janet R. – Exceptionality, 1997
Reflects on the findings of a survey (reported in an earlier article in this issue) of 93 teachers who left their special education teaching positions. How the data was collected is discussed as well as the factors for leaving, including lack of administrative support, significant student discipline problems, high case load, excessive paperwork,…
Descriptors: Administrator Behavior, Data Collection, Disabilities, Discipline Problems
Peer reviewedBrownell, Mary T.; Sindelar, Paul T.; Bishop, Anne G.; Langley, Lisa K.; Seo, Seonjin – Focus on Exceptional Children, 2002
This article considers two policy initiatives that address the dilemma of increasing special education teacher numbers and improving quality: the No Child Left Behind law and the plan laid out in the National Commission on Teaching and America's Future policy blueprint. It then discusses teacher attrition and retainment strategies. (Contains…
Descriptors: Disabilities, Educational Legislation, Elementary Secondary Education, Paraprofessional School Personnel
