CoChat
Sign Up
Cited by 210Teacher Education and Leadership StudiesTeacher Professional Development and MotivationCollaborative Teaching and Inclusion

The DOI matches its Crossref record; 31 of the 31 references it cites were found in a registry or an index.

The Working Conditions and Induction Support of Early Career Special Educators

Billingsley, Bonnie, Carlson, Elaine, Klein, Sheri·2004·Exceptional Children
DOI 10.1177/001440290407000305
Open this paper in CoChat — free account

Abstract

This article presents a profile of early career special educators' ( n = 1,153) working conditions, induction support, and career plans using data from the Study of Personnel Needs in Special Education (SPeNSE). The majority of respondents are Caucasion and female, and 80% are certified for their main assignments. Most respondents reported receiving informal support from other teachers and viewed this informal support as more valuable than other forms of support. Approximately 60% of respondents participated in formal mentoring, although one third did not find this support helpful. Those who reported higher levels of induction support reported greater job manageability and success in getting through to difficult students. School climate was related to teachers' intent to remain in special education.

Overview

Integrity signals

Registry

Crossref · 10.1177/001440290407000305

Cites

31 of 31 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 31 references

Research works printed but not linked: 5

  1. Feiman-Nemser S., 2003, Educational Leadership, 60, 25
  2. Griffin C. C., 2002, New teacher induction in special education
  3. McLeskey J., 2002, The supply and demand of special education teachers: A review of research regarding the nature of the chronic shortage of special education teachers
  4. Morvant M., 1995, Attrition/retention of urban special education teachers: Multi-faceted research and strategic action planning, 1
  5. Tyler N., 2002, Diversifying the special education workforce

Cited by

Sorted by citations

Items 201–209 of 209

Related

See all

Metadata

Authors
Billingsley, B., Carlson, E., & Klein, S.
Affiliations
  • Virginia Tech (US)
  • Westat (United States) (US)
Corresponding author
Billingsley, Bonnie
ORCID
Venue
Exceptional Children
Publisher
SAGE Publications
Published
2004-04
Volume
70
Issue
3
Pages
333-347
ISSN
  • 0014-4029 (ISSN-L)
  • 2163-5560
DOI
10.1177/001440290407000305
OpenAlex
W2001021963
Cited by
210
References
31
Citations by year
2026: 1 · 2025: 5 · 2024: 4 · 2023: 4 · 2022: 12 · 2021: 7 · 2020: 10 · 2019: 11 · 2018: 12 · 2017: 14 · 2016: 6 · 2015: 10 · 2014: 9 · 2013: 23 · 2012: 12
FWCI
27.66
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Exceptional Children (publishedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Professional Development and Motivation
  • Social Sciences › Education › Collaborative Teaching and Inclusion
Keywords
working conditions, mentoring, teacher retention, school climate, special education teachers, career aspirations

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review