Novice Teachers' Access to Social Resources: Special Versus General Educators in High- Versus Low-Poverty Schools

• In Event: Sheraton Roundtable Session 6
  In Roundtable Session: Teacher Recruitment and Retention by Districts and Schools

Abstract

To increase their commitment to teaching and strengthen their instructional skills, novice teachers need access to strong social resources and supports. This may be especially important in more demanding positions, such as in special education and in high-poverty schools. Yet, prior research indicates novice teachers in these positions may experience less supportive social resources than novice general educators and novices in low-poverty schools. We analyzed the Schools and Staffing Survey (SASS) to compare novice special and general educators’ social resources across high- and low-poverty schools. Results have implications for ensuring all students, including those with disabilities and those in high-poverty schools, are served by well-supported teachers.

Authors

• Elizabeth A. Bettini, Boston University

• Loretta Mason-Williams, Binghamton University - SUNY

• Wendy J. Rodgers, University of Virginia

• Mildred Boveda, Arizona State University - Tempe

• Hannah Morris Mathews, University of Virginia