A Systematic Mixed-Studies Review Exploring Induction and Sense-Making Processes for Beginning Special Educators

• In Event: Poster Session 2
  In Poster Session: Mentorship, Induction, and Retention of Teachers in Diverse Settings

Abstract

To explore the intersection of induction experiences and sensemaking processes for beginning special educators (BSEs), we present the results of a Mixed Studies Review of empirical literature, a methodology of synthesis uncommon in educational research. We explore the unique challenges BSEs encounter and address how these challenges influence their sensemaking process as they face role ambiguity, overload, and conflict in their professional experiences. We present a synthesis of research conducted since the inception of No Child Left Behind, a historical marker with important implications for educators. We discuss ways in which educational leaders can support induction experiences for BSEs as the profession is complicated by shifting educational policy, student demographics, and understandings of how to effectively serve students with disabilities.

Authors

• Hannah Morris Mathews, University of Virginia

• Wendy J. Rodgers, University of Virginia

• Peter A. Youngs, University of Virginia