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Are Special Educators' Career Paths Special? Results from a 13-Year Longitudinal Study

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Cited by

2017Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes144 cited
2016Key influences on special education teachers’ intentions to leave134 cited
1994Testing a Model of Special Educators' Intent to Stay in Teaching133 cited
1995To Leave or to Stay?124 cited
1997Attrition in Special Education: Why Teachers Leave the Classroom and Where They Go116 cited
1992Attrition/Retention of Special Education Teachers: Critique of Current Research and Recommendations for Retention Efforts105 cited
2003Availability of Special Education Teachers102 cited
1996Rural Special Education Teachers' Plans to Continue or Leave Their Teaching Positions100 cited
2012Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers97 cited
2012The Relationship of Perceived Support to Satisfaction and Commitment for Special Education Teachers in Rural Areas96 cited
1997Negative Reinforcement in Classrooms: What We're Beginning to Learn89 cited
2006Who is Teaching Students with Emotional and Behavioral Disorders?: A Profile and Comparison to other Special Educators85 cited
2004Cultural and Linguistic Diversity and the Special Education Workforce83 cited
2010Job stressors and teacher job satisfaction in programs serving students with emotional and behavioral disorders76 cited
2012The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality75 cited
2006Components of a Successful Mentoring Program for Beginning Special Education Teachers: Perspectives from New Teachers and Mentors74 cited