Motivational Factors Toward Pursuing a Career in Special Education Essay Example for Free

Motivational Factors Toward Pursuing a Career in Special Education Essay This study investigated factors which motivated individuals to initially pursue careers in special education, factors which contributed toward their plans to remain or leave the field, and their perceptions of school districts effective and ineffective recruitment and retention practices. The sample comprised of 15 individuals employed in public schools throughout north Texas who initially pursued careers in special education. Data were collected through the form of audio-recorded semi-structured telephone interviews. Empathy towards students, family, and opportunities to fill job vacancies were factors that participants cited the most for initially pursuing careers in special education. Furthermore, most of the interviewees reported satisfaction within their jobs, but noted excessive demands and lack of administrative support as contributing to job dissatisfaction. Motivational Factors toward Pursuing a Career in Special Education. Chronic shortages in the field of special education continue to pose challenges for public schools across the United States (Billingsley, Carlson, Klein, 2004; Boe, 2006; Billingsley McLeskey, 2004; Brownell, Hirsch, Seo, 2004; Singh Billingsley, 1996; Strunk Robinson, 2006; Thornton, Peltier, Medina, 2007). The limited number of individuals entering and/or remaining in the field of special education has resulted in school districts inability to fill the necessary teaching positions; such shortages have been linked to difficulties in the recruitment and retention of qualified individuals (Olivarez Arnold, 2006). Although difficulties with the recruitment of teachers, low retention, and high attrition rates are evident across all teaching professions, it is much more prevalent among special educators. Specifically, teachers of students with emotional/behavioral disorders exhibit the largest shortage, followed by those serving students with severe/profound disabilities, and learning disabilities (McLeskey, Tyler, Flippin, 2004). Our national school districts are in a crisis. Specifically, districts are scrambling to find qualified special educators to fill the vacant teaching positions. According to Plash and Piotrowski (2006), a projected 611,550 positions in special education will need to be filled by the year 2010. However, the inability to recruit the necessary number of eligible individuals to fill positions continues to be a major problem for school administrators. An infinite number of research studies have been conducted in an attempt to identify barriers which deter people from entering the field (Billingsley, 2004; Gersten, Keating, Yovanoff, Harniss, 2001; McLeskey et al., 2004; Olivarez Arnold, 2006; Thornton, Peltier, Medina, 2007). Studies have identified perceptions of low social status associated with being a special educator, poor working conditions, high rates of stress, excessive paperwork, and low salaries with the decreased number of individuals entering the field of special education (Barmby, 2006; McLeskey et al. , 2004; Rice, Goeling, Peters, 2005). A vast amount of research also exists regarding factors which have contributed to the decisions of individuals to leave the field of special education (Billingsley, Carlson, Klein, 2004; Singh Billingsley, 1996; Thornton, Peltier, Medina, 2007) and consequently contribute to the shortage of and high attrition rates of special education teachers (Barmby, 2006; Fish Stephens, in press; McLeskey, Tyler, Saunders, 2004). According to Plash and Piotrowski (2006), 13. 2% of special education teachers leave their position each year. While six percent of special educators leave the field of education altogether, 7. 2% transfer to general education positions. Prevalent variables identified as contributors to the exodus from the field include occupational stress, burnout (Botwinik, 2007; Greiner Smith, 2006), weak support by administrators, unreasonable caseloads, large class size, low salaries (Darling-Hammond, 2003), testing and accountability pressures (Tye OBrien, 2002), and ineffective in-service programs (Kaufhold, Alverez, Arnold, 2006; Plash Piotrowski, 2006). A study conducted by Brownell, Smith, McNellis, and Lenk (1994) investigated the contextual variables related to teacher attrition. Findings indicated that those teachers who decided to stay in the field of special education were more committed to teaching students with disabilities, had a higher sense of efficacy, felt more prepared by their pre-service and initial teaching experiences, and exhibited more effective coping strategies than those who decided to leave the field. Two international studies were identified which focused on the motivating factors of individuals initially pursuing careers as general educators (Barmby, 2006; Watt Richardson, 2007). Based upon a study conducted in England and Wales, Barmby identified intrinsic (e. g. , the activity of teaching children) and altruistic (e. g. , desire to help children succeed) reasons which contributed to the teachers decision to pursue careers within the field of education. Similar findings (e. g., working with children, shape future of children, and make a social contribution) were reported by Watt and Richardson who investigated the motivational factors which influenced Australian individuals to initially pursue a career in general education. In addition to investigating special educators job satisfaction and decisions to remain in the field, obtaining an understanding of individuals motivations for entering the field of special education have implications which may assist in the increased recruitment and retention of special educators. Such findings would contribute to enhanced teacher educational planning, curriculum design and policy decisions. Therefore, the purpose of this study was to obtain perceptions of special educators with regards to factors that contributed toward their (a) initial pursuit of special education careers, (b) job satisfaction and/or dissatisfaction levels and (c) decisions whether to remain on the special education career path. Participants were further asked to provide recommendations that school districts could take to effectively recruit and retain special educators. Design of Study Qualitative methodology was utilized in this study in the form of audio-recorded semi-structured telephone interviews to obtain the perceptions of special educators. Qualitative research is appropriate in dealing with potentially multiple realities, mutually shaping influences, and value patterns (Lincoln Guba, 1985). Interviews serve the purpose of obtaining here-and-now constructions of persons, events, activities, organizations, feelings, motivations, claims, concerns, and other entities (p. 268). According to Bogdan and Biklen (1998), semi-structured interviews encourage interviewees to expand upon ideas, which provide the researcher opportunities to generate abstract ideas through descriptive material. Participants Respondents participating in this study consisted of 15 educators employed in public school districts throughout the north Texas area. This purposive sample was comprised of 11 special education teachers, three diagnosticians and one former special education teacher currently serving as a high school principal at the time of the interviews. Four of the 11 special education teachers within this study were previously general education teachers. Data Collection and Analysis The interview questions conducted for this study focused on factors which contributed toward special educators initially pursuing careers in special education in addition to conditions that would contribute toward them remaining in or leaving the field. Interviewees were additionally asked to provide feedback pertaining to their school districts special educator recruitment and retention efforts. The following open-ended questions were asked to each of the 15 participants.

The Meaning and Symbolism of the Hunting Scenes in Sir Gawain and The Green Knight :: Sir Gawain Green Knight Essays

The Meaning and Symbolism of the Hunting Scenes in Sir Gawain and The Green Knight Sir Gawain is a poem of heroism, chivalry, brave knights and even romance. The story itself is so engaging that all too easily the reader may miss many of the symbols present within. Here we will consider the symbolism and importance of the hunting scenes and how they help develop and enhance the plot. The hunting scenes in Sir Gawain are numerous and told in detail. Why did the author spend so much space in what seems to be just action scenes? Unquestionably such a talented author would never carelessly spend time on lines that do not add meaning to the story. One critic's overzealous opinion is: all the hunted animals convey connotations of evil, and this is doubtless the reason why the author of the poem seems so involved in the outcome of the hunts and never tires of triumphantly describing the final slaying of the pursued animals. (Howard 85) This is an interesting interpretation and could possibly serve as a religious meaning in the poem. Nevertheless the animals themselves are never described as evil nor is there any implication of evil animals in the poem. The animals do hold specific meaning though not malevolent like the above quoted critic believes. Medieval people loved stories of animals that assumed human qualities; for example Chantlicleer, the rooster in Chaucer's Canterbury Tales. Many animals were thought to have qualities of human emotions, spirituality and even intelligent qualities; the three hunted animals in Sir Gawain included. To begin, "Certain facts about the animals which formed the quarry of the medieval huntsman...and certain popular beliefs about their habits and temper" (Savage 32) will allow the reader to draw parallels between the hunt, happening outside the castle; and the "hunt" happening inside the castle between Gawain and the Lady of the house. Insight is provided by understanding the attitude the medieval huntsman would have toward the animals. Hunted animals were classified as either "beasts of venery" or "beasts of chase". Beasts of venery included the male and female red deer, wild boar or the wolf. Beasts of chase were the male or female deer and the fox. Animals of the first class were considered noble to hunt. Animals of the second class do not fair as well, especially poor Reynard. At the time Sir Gawain was written "the fox was regarded as vermin to be hunted out and destroyed" (Savage 33).

The Vampire Diaries: The Fury Chapter Two

Stefan's voice was quietly savage. â€Å"That's what you wanted, wasn't it, Damon? And now you've got it. You had to make her like us, like you. It wasn't enough just to kill her.† Damon didn't glance back at him. He was looking at Elena intently through those hooded eyes, still kneeling there holding her chin. â€Å"That's the third time you've said that, and I'm getting a little tired of it,† he commented softly. Disheveled, still slightly out of breath, he was yet self-composed, in control. â€Å"Elena, did I kill you?† â€Å"Of course not,† Elena said, winding her fingers in those of his free hand. She was getting impatient. What were they talking about anyway? Nobody had been killed. â€Å"I never thought you were a liar,† Stefan said to Damon, the bitterness in his voice unchanged. â€Å"Just about everything else, but not that. I've never heard you try to cover up for yourself before.† â€Å"In another minute,† said Damon, â€Å"I'm going to lose my temper.† What more can you possibly do to me? Stefan returned. Killing me would be a mercy. â€Å"I ran out of mercy for you a century ago,† Damon said aloud. He let go, finally, of Elena's chin. â€Å"What do you remember about today?† he asked her. Elena spoke tiredly, like a child reciting a hated lesson. â€Å"Today was the Founders' Day celebration.† Flexing her fingers in his, she looked up at Damon. That was as far as she could get on her own, but it wasn't enough. Nettled, she tried to remember something else. â€Å"There was someone in the cafeteria†¦ Caroline.† She offered the name to him, pleased. â€Å"She was going to read my diary in front of everyone, and that was bad because†¦Ã¢â‚¬  Elena fumbled with the memory and lost it. â€Å"I don't remember why. But we tricked her.† She smiled at him warmly, conspiratorially. â€Å"Oh, ‘we' did, did we?† â€Å"Yes. You got it away from her. You did it for me.† The fingers of her free hand crept under his jacket, searching for the square-cornered hardness of the little book. â€Å"Because you love me,† she said, finding it and scratching at it lightly. â€Å"You do love me, don't you?† There was a faint sound from the center of the clearing. Elena looked and saw that Stefan had turned his face away. â€Å"Elena. What happened next?† Damon's voice called her back. â€Å"Next? Next Aunt Judith started arguing with me.† Elena pondered this a moment and at last shrugged. â€Å"Over†¦ something. I got angry. She's not my mother. She can't tell me what to do.† Damon's voice was dry. â€Å"I don't think that's going to be a problem anymore. What next?† Damon's voice was dry. â€Å"I don't think that's going to be a problem anymore. What next?† â€Å"And where did you go in Matt's car?† â€Å"To Wickery Bridge,† Stefan said, turning back toward them. His eyes were desolate. â€Å"No, to the boardinghouse,† Elena corrected, irritated. â€Å"To wait for†¦ mm†¦ I forget. Anyway, I waited there. Then†¦ then the storm started. Wind, rain, all that. I didn't like it. I got in the car. But something came after me.† â€Å"Someone came after you,† said Stefan, looking at Damon. â€Å"Some thing,† Elena insisted. She had had enough of his interruptions. â€Å"Let's go away somewhere, just us,† she said to Damon, kneeling up so that her face was close to his. â€Å"In a minute,† he said. â€Å"What kind of thing came after you?† She settled back, exasperated. â€Å"I don't know what kind of thing! It was like nothing I've ever seen. Not like you and Stefan. It was†¦Ã¢â‚¬  Images rippled through her mind. Mist flowing along the ground. The wind shrieking. A shape, white, enormous, looking as if it were made out of mist itself. Gaining on her like a wind-driven cloud. â€Å"Maybe it was just part of the storm,† she said. â€Å"But I thought it wanted to hurt me. I got away though.† Fiddling with the zipper to Damon's leather jacket, she smiled secretly and looked up at him through her lashes. For the first time, Damon's face showed emotion. His lips twisted in a grimace. â€Å"You got away.† â€Å"Yes. I remembered what†¦ someone†¦ told me about running water. Evil things can't cross it. So I drove toward Drowning Creek, toward the bridge. And then†¦Ã¢â‚¬  She hesitated, frowning, trying to find a solid memory in the new confusion. Water. She remembered water. And someone screaming. But nothing else. â€Å"And then I crossed it,† she concluded finally, brightly. â€Å"I must have, because here I am. And that's all. Can we go now?† Damon didn't answer her. â€Å"The car's still in the river,† said Stefan. He and Damon were looking at each other like two adults having a discussion over the head of an uncomprehending child, their hostilities suspended for the moment. Elena felt a surge of annoyance. She opened her mouth, but Stefan was continuing. â€Å"Bonnie and Meredith and I found it. I went underwater and got her, but by then†¦Ã¢â‚¬  By then, what? Elena frowned. Damon's lips were curved mockingly. â€Å"And you gave up on her? You, of all people, should have suspected what might happen. Or was the idea so repugnant to you that you couldn't even consider it? Would you rather she were really dead?† people, should have suspected what might happen. Or was the idea so repugnant to you that you couldn't even consider it? Would you rather she were really dead?† Elena opened her mouth again, but Damon laid two fingers on it to keep her quiet. He said smoothly, â€Å"And that's the problem now-or are you too blind to see that, too? You told me to look at her; look at her yourself. She's in shock, irrational. Oh, yes, even I admit that.† He paused for a blinding smile before going on. â€Å"It's more than just the normal confusion after changing. She'll need blood, human blood, or her body won't have the strength to finish the change. She'll die.† What do you mean irrational? Elena thought indignantly. â€Å"I'm fine,† she said around Damon's fingers. â€Å"I'm tired, that's all. I was going to sleep when I heard you two fighting, and I came to help you. And then you wouldn't even let me kill him,† she finished, disgusted. â€Å"Yes, why didn't you?† said Stefan. He was staring at Damon as if he could bore holes through him with his eyes. Any trace of cooperation on his part was gone. â€Å"It would have been the easiest thing to do.† Damon stared back at him, suddenly furious, his own animosity flooding up to meet Stefan's. He was breathing quickly and lightly. â€Å"Maybe I don't like things easy,† he hissed. Then he seemed to regain control of himself once more. His lips curled in mockery, and he added, â€Å"Put it this way, dear brother: if anyone's going to have the satisfaction of killing you, it will be me. No one else. I plan to take care of the job personally. And it's something I'm very good at; I promise you.† â€Å"You've shown us that,† Stefan said quietly, as if each word sickened him. â€Å"But this one,† Damon said, turning to Elena with glittering eyes, â€Å"I didn't kill. Why should I? I could have changed her any time I liked.† â€Å"Maybe because she had just gotten engaged to marry someone else.† Damon lifted Elena's hand, still twined with his. On the third finger a gold ring glittered, set with one deep blue stone. Elena frowned at it, vaguely remembering having seen it before. Then she shrugged and leaned against Damon wearily. â€Å"Well, now,† Damon said, looking down at her, â€Å"that doesn't seem to be much of a problem, does it? I think she may have been glad to forget you.† He looked up at Stefan with an unpleasant smile. â€Å"But we'll find out once she's herself again. We can ask her then which of us she chooses. Agreed?† Stefan shook his head. â€Å"How can you even suggest that? After what happened†¦Ã¢â‚¬  His voice trailed off. â€Å"With Katherine? I can say it, if you can't. Katherine made a foolish choice, and she paid the price for it. Elena is different; she knows her own mind. But it doesn't matter if you agree,† he added, overriding Stefan's new protests. â€Å"The fact is that she's weak now, and she needs blood. I'm going to see that she gets it, and then I'm going to find who did this to her. You can come or not. Suit yourself.† He stood, drawing Elena up with him. Let's go. She recognized the place where they left the wood. She had been there earlier today. Now, however, there was some sort of frenzied activity going on: red and blue lights flashing on cars, spotlights framing the dark huddled shapes of people. Elena looked at them curiously. Several were familiar. That woman, for instance, with the thin harrowed face and the anxious eyes-Aunt Judith? And the tall man beside her-Aunt Judith's fianc.., Robert? There should be someone else with them, Elena thought. A child with hair as pale as Elena's own. But try as she might, she could not conjure up a name. The two girls with their arms around each other, standing in a circle of officials, those two she remembered though. The little red-haired one who was crying was Bonnie. The taller one with the sweep of dark hair, Meredith. â€Å"But she's not in the water,† Bonnie was saying to a man in a uniform. Her voice trembled on the edge of hysteria. â€Å"We saw Stefan get her out. I've told you and told you.† â€Å"And you left him here with her?† â€Å"We had to. The storm was getting worse, and there was something coming-† â€Å"Never mind that,† Meredith broke in. She sounded only slightly calmer than Bonnie. â€Å"Stefan said that if he-had to leave her, he'd leave her lying under the willow trees.† â€Å"And just where is Stefan now?† another uniformed man asked. â€Å"We don't know. We went back to get help. He probably followed us. But as for what happened to-to Elena†¦Ã¢â‚¬  Bonnie turned back and buried her face in Meredith's shoulder. They're upset about me, Elena realized. How silly of them. I can clear that up, anyway. She started forward into the light, but Damon pulled her back. She looked at him, wounded. â€Å"Not like that. Pick the ones you want, and we'll draw them out,† he said. â€Å"Want for what?† â€Å"For feeding, Elena. You're a hunter now. Those are your prey.† Elena pushed her tongue against a canine tooth doubtfully. Nothing out there looked like food to her. Still, because Damon said so, she was inclined to give him the benefit of the doubt. â€Å"Whichever you think,† she said obligingly. Damon tilted his head back, eyes narrowed, scanning the scene like an expert evaluating a famous painting. â€Å"Well, how about a couple of nice paramedics?† Damon tilted his head back, eyes narrowed, scanning the scene like an expert evaluating a famous painting. â€Å"Well, how about a couple of nice paramedics?† Damon barely glanced over his shoulder at Stefan. â€Å"Why not?† â€Å"Because there've been enough attacks. She may need human blood, but she doesn't have to hunt for it.† Stefan's face was shut and hostile, but there was an air of grim determination about him. â€Å"There's another way?† Damon asked ironically. â€Å"You know there is. Find someone who's willing-or who can be influenced to be willing. Someone who would do it for Elena and who is strong enough to deal with this, mentally.† â€Å"And I suppose you know where we can find such a paragon of virtue?† â€Å"Bring her to the school. I'll meet you there,† Stefan said, and disappeared. They left the activity still bustling, lights flashing, people milling. As they went, Elena noticed a strange thing. In the middle of the river, illuminated by the spotlights, was an automobile. It was completely submerged except for the front fender, which stuck out of the water. What a stupid place to park a car, she thought, and followed Damon back into the woods. Stefan was beginning to feel again. It hurt. He'd thought he was through with hurting, through with feeling anything. When he'd pulled Elena's lifeless body out of the dark water, he'd thought that nothing could ever hurt again because nothing could match that moment. He'd been wrong. He stopped and stood with his good hand braced against a tree, head down, breathing deeply. When the red mists cleared and he could see again, he went on, but the burning ache in his chest continued undiminished. Stop thinking about her, he told himself, knowing that it was useless. But she wasn't truly dead. Didn't that count for something? He'd thought he would never hear her voice again, never feel her touch†¦ And now, when she touched him, she wanted to kill him. He stopped again, doubling over, afraid he was going to be sick. Seeing her like this was worse torture than seeing her lying cold and dead. Maybe that was why Damon had let him live. Maybe this was Damon's revenge. And maybe Stefan should just do what he'd planned to do after killing Damon. Wait until dawn and take off the silver ring that protected him from sunlight. Stand bathing in the fiery embrace of those rays until they burned the flesh from his bones and stopped the pain once and for all. Stefan detoured toward the boardinghouse. He needed to clean up before he could let humans see him. In his room, he washed the blood from his face and neck and examined his arm. The healing process had already begun, and with concentration he could accelerate it still further. He was burning up his Powers fast; the fight with his brother had already weakened him. But this was important. Not because of the pain-he scarcely noticed that-but because he needed to be fit. Damon and Elena were waiting outside the school. He could feel his brother's impatience and Elena's wild new presence there in the dark. â€Å"This had better work,† Damon said. Stefan said nothing. The school auditorium was another center of commotion. People ought to have been enjoying the Founders' Day dance; in fact, those who had remained through the storm were pacing around or gathered in small groups talking. Stefan looked in the open door, searching with his mind for one particular presence. He found it. A blond head was bent over a table in the corner. Matt. Matt straightened and looked around, puzzled. Stefan willed him to come outside. You need some fresh air, he thought, insinuating the suggestion into Matt's subconscious. You feel like just stepping out for a moment. To Damon, standing invisible just beyond the light, he said, Take her into the school, to the photography room. She knows where it is. Don't show yourselves until I say. Then he backed away and waited for Matt to appear. Matt came out, his drawn face turned up to the moonless sky. He started violently when Stefan spoke to him. â€Å"Stefan! You're here!† Desperation, hope, and horror struggled for dominance on his face. He hurried over to Stefan. â€Å"Did they-bring her back yet? Is there any news?† â€Å"What have you heard?† Matt stared at him a moment before answering. â€Å"Bonnie and Meredith came in saying that Elena had gone off of Wickery Bridge in my car. They said that she†¦Ã¢â‚¬  He paused and swallowed. â€Å"Stefan, it's not true, is it?† His eyes were pleading. Stefan looked away. â€Å"Oh, God,† Matt said hoarsely. He turned his back on Stefan, pressing the heels of his hands into his eyes. â€Å"I don't believe it; I don't. It can't be true.† â€Å"Matt†¦Ã¢â‚¬  He touched the other boy's shoulder. â€Å"I'm sorry.† Matt's voice was rough and ragged. â€Å"You must be going through hell, and here I am making it worse.† His only other option was to tell Matt the truth. Let Matt make his own choice, knowing everything. â€Å"If there were something you could do for Elena right now,† he said, â€Å"would you do it?† Matt was too lost in emotion to ask what kind of idiotic question that was. â€Å"Anything,† he said almost angrily, rubbing a sleeve over his eyes. â€Å"I'd do anything for her.† He looked at Stefan with something like defiance, his breathing shaky. Congratulations', Stefan thought, feeling the sudden yawning pit in his stomach. You've just won yourself a trip to the Twilight Zone. â€Å"Come with me,† he said. â€Å"I've got something to show you.†

The Between Good Science And Pseudoscience - 1491 Words

Homework Pg. 29, Quick Quiz 1. Psychotherapist → May have a credential, or none (C). 2. Psychiatrist → Has an M.D.; tends to take a medical approach to mental-health problems. 3. Clinical psychologist → Has a Ph.D., Psy.D., or Ed.D., and does research on, or psychotherapy for, mental-health problems. 4. Research psychologist → Has an advanced degree (usually a Ph.D.) and does applied or basic study. 5. Psychoanalyst → Trained in therapeutic approach started by Freud. Pg. 33, Looking Back 1. How does â€Å"psychobabble† differ from serious psychology? To tell the difference between good science and pseudoscience, one must look at the basic characteristics of each. Pseudoscience, or â€Å"psychobabble†, hooks people on the basis of confirmation in popular beliefs. It utilizes the art of wording and creates a pretty veneer of scientific actuality, when in reality, the branches it entails like astronomy and psychics hold little water to prove their authenticity. 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