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Hansen, D.T. (2007). Ethical visions of education: Philosophies in Practice. New York: The

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Harrison, R.V. (1978). Person-environment fit and job stress. In C.L. Cooper & R. Payne (Eds.), Stress at work. (pp. 175-205). New York: Wiley.

Ingersoll, R.M. (2001). Teacher turnover and teacher shortages: An organizational analysis.

American Educational Research Journal, 38(3), 499-534.

Karasek, R.A. (1979). Job demands, job decision latitude, and mental strain: Implications for job redesign. Administrative Science Quarterly, 24, 285-308.

Karasek, R.A., Baker, D., Marxer, F., Ahlbom, A., & Theorell, T. (1981). Job decision latitude, job demands, and cardiovascular disease: A prospective study of Swedish men. American Journal of Public Health, 71, 694-705.

Kilgore, K., L., & Griffin, C., (1998). Beginning special educators: Problems of practice and the influence of school context. Teacher Education and Special Education, 21, 3, 155-173.

La Morte, M.W. (1999). School law: Cases and concepts (6th ed.). Needham Heights, MA: Allyn

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Lawrenson, G.M., & McKinnon, A.J. (1982). A survey of classroom teachers of the emotionally disturbed: Attrition and burnout factors. Preventing School Failure, 35, 11-15.

Lazarus, R.S. (1999). Stress and emotion: A new synthesis. New York, NY: Springer Publishing

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Lazarus, R.S. & Folkman, S. (1984). Stress, appraisal, and coping. New York, NY: Springer Publishing Company, Inc.

Linton, S. (1998). Claiming disability: Knowledge and identity. New York, NY: New York

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Littrell, P., Billingsely, B., & Cross, L. (1994). The effects of principal support on special and general educator’s stress, job satisfaction, school commitment, health, and intent to stay in teaching. Remedial and Special Education, 15, 297-310.

Lundberg, U., & Frankenhaeuser, M. (1984). Pituitary-adrenal and sympathetic-adrenal correlates of distress and effort. Journal of Psychosocial Research, 24, 125-130.

Maslach, C. (1976). Burned-out. Human Behavior, 5, 16-22.

Maslach, C. (2003). Burnout: The cost of caring. Cambridge, MA: Malor Books.

Maslach, C. (1999). Progress in understanding teacher burnout. In A. M. Huberman & R.

Vandenberghe (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research (pp. 211-222). New York, NY: Cambridge University Press.

Maslach, C. (2003). Burnout: The cost of caring. Cambridge, MA: Malor Books.

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CA: Consulting Psychologists Press.

Maslach, C., & Leiter, M.P. (1997). The truth about burnout: How organizations cause personal stress and what to do about it. San Francisco, CA: Jossey Bass.

Maslach, C., Schaufeli, W.B., & Leiter, M.P. (2001) Job burnout. Annual Review of Psychology, 52, 397-422.

Maxwell, J.A. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: SAGE Publications, Inc.

Metzke, L.K. (1988). A study of the causes of teacher attrition in regular and special education in Wisconsin (Doctoral dissertation, Marquette University). Dissertation Abstracts

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Miller, M.D., Brownell, M., & Smith, S.W. (1999). Factors that predict teachers staying in, leaving, or transferring from the special education classroom. Exceptional Children, 65, 201-218.

Morvant, M., Gersten, R., Gillman, J., Keating, T., & Blake, G. (1995). Attrition/retention of urban special education teachers: Multi-faceted research and strategic action planning.

Final performance report, Volume 1. (ERIC Document Reproduction Service No.

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Murnane, R.J., Singer, J.D., & Willett, J.B. (1989). The influences of salaries and “opportunity costs” on teachers’ career choices: Evidence from North Carolina. Harvard Educational

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Nelson, J.R., Maculan, A., Roberts, M.L., & Ohlund, B.J. (2001). Sources of occupational stress for teachers of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 9, 2, 123-130.

Nichols, A.S., & Sosnowsky, F.L. (2002). Burnout among special education teachers in selfcontained cross-categorical classrooms. Teacher Education and Special Education, 25, 1, 71-86.

Payne, R.L. (1979). Demands, supports, constraints and psychological health. In C. J. Mackay &

T. Cox (Eds.), Response to stress: Occupational aspects (pp. 85-105). London:

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Payne, R.L. & Fletcher, B. (1983). Job demands, supports, and constraints as predictors of psychological strain among schoolteachers. Journal of Vocational Behavior, 22, 136-147.

Platt, J.M., & Olson, J. (1990). Why teachers are leaving special education. Teacher Education and Special Education, 13, 192-196.

Pugach, M. (1992). Uncharted territory: Research on the socialization of special education teachers. Teacher Education and Special Education, 15, 2, 133-147.

Rosenberg, M.S., Griffin, C.C., Kilgore, K.L., & Carpenter, S.L. (1997). Beginning teachers in special education: A model for providing individualized support. Teacher Education and Special Education, 20, 301-321.

Rosenholtz, S.J. (1989). Workplace conditions that affect teacher quality and commitment:

Implications for teacher inductive programs. The Elementary School Journal, 89, 421Rousseau, D. (1995). Psychological contracts in organizations: Understanding written and unwritten agreements. Thousand Oaks, CA: Sage Publications, Inc.

Rousseau, F.L., Vallerand, R.J., Ratelle, C.F., Mageau, G.A., & Provencher, P.J. (2002). Passion and gambling: On the validation of the Gambling Passion Scale (GPS). Journal of Gambling Studies, 18, 45-66.

Ryan, G.W. & Bernard, H.R. (2003). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (2nd ed., pp.

259-309): Thousand Oaks, CA: Sage Publications, Inc.

Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in teacher isolation and alienation. Preventing School Failure, 50, 1, 35-40.

Schlechty, P.C., & Vance, V.S. (1983). Recruitment, selection, and retention: The shape of the teaching force. The Elementary School Journal, 83, 469-487.

Seidman, I. (1998) Interviewing as qualitative research: A guide for researchers in education and the social sciences. (2nd ed.). New York, NY: Teachers College Press.

Selye, H. (1956). The stress of life. New York, NY: McGraw Hill.

Siegrist, J. (1996). Adverse health effects of high-effort/low-reward conditions. Journal of Occupational Health Psychology, 1, 27-41.

Siegrist, J., Dittman, K., Rittner, K., & Weber, I. (1982). The social context of active distress in patients with early myocardial infarction. Social Science & Medicine, 16, 443-453.

Siegrist, J., Peter, R., Junge, A., Cremer, P., & Seidel, D. (1990). Low status control, high effort at work and ischemic heart disease: Prospective evidence from blue-collar men. Social Science and Medicine, 31, 1127-1134.

Singer, J.D. (1992). Are special educators’ career paths special? Results from a 13 year longitudinal study. Exceptional Children, 59, 262-279.

Singh, K., & Billingsley, B.S. (1996). Intent to stay in teaching: Teachers of students with emotional disorders versus other special educators. Remedial and Special Education, 91, 229-239.

Singh, K., & Billingsley, B.S. (1998). Professional support and its effects on teacher’s commitment. The Journal of Educational Research, 91, 229-239.

Skovholt, T.M. (2001). The resilient practitioner: Burnout prevention and self-care strategies

for counselors, therapists, teachers, and health professionals. Needham Heights, MA:

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Thompson, D.P., McNamara, J.F., & Hoyle, J.R. (1997). Job satisfaction in educational organizations: A synthesis of research findings. Educational Administration Quarterly, 33(1), 7-37.

Vallerand, R.J., Blanchard, C., Mageau, G.A., Koesner, R., Ratelle, C.F., & Leonard, M. (2003).

Les passions de l’ume: On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85, 756-767.

Vallerand, R.J., & Holfourt, N. (2003). Passion at work: Toward a new conceptualization. In D.

Skarlicki, S. Giliand, & D. Steiner (Eds.), Social issues in management (pp. 175-204).

Greenwich, CT: Information Age.

Vallerand, R.J., Rousseau, F.L., Grouzet, F.M.E., Dumais, A., Grenier, S., & Blanchard, C.B.

(2006). Passion in sport: A look at determinants and affective experiences. Journal of Sport and Exercise Psychology, 28, 454-478.

Washington Education Association (2002). ESA/Special education task force: 2002 Special education survey report. Federal Way, WA. Retrieved September 27, 2004 from http://www.washingtonea.org West, C. (1995). Foreword. In K. Crenshaw, N. Gotanda, G. Peller, & K. Thomas (Eds.). Critical race theory: Key writings that formed the movement. (pp. XI-XII). New York, NY: The

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Westling, D.L., Herzog, M.J., Cooper-Duffy, K., Prohn, K., & Ray, M. (2006). The teacher support program: A proposed resource for the special education profession and an initial validation. Remedial and Special Education, 27, 3, 136-147.

Westling, D.L., & Whitten, T.M. (1996). Rural special education teachers’ plans to continue or leave their teaching positions. Exceptional Children, 62, 319-335.

Whitaker, S.D. (2000). Mentoring beginning special education teachers and the relationship to attrition. Exceptional Children, 66, 546-566.

Wisniewski, L., & Garguilo, R.M. (1997). Occupational stress and burnout among special educators: A review of literature. The Journal of Special Education, 31, 325-346.

Wright, P.W.D. & Wright, P.D. (1999). Wrightslaw: Special education law. Hartfield, VA:

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Zabel, R.H., Boomer, L.W, & King, T.R. (1984). A model of stress and burnout among teachers of behaviorally disordered students. Behavioral Disorders, 9, 3, 215-221.

Zabel, M.K., & Zabel, R.H. (1983). Burnout among special education teachers. Teachers Education and Special Education, 6, 255-259.

Zabel, R.H., & Zabel, M.K. (2001). Revising burnout among special education teachers: Do age, experience, and preparation still matter? Teacher Education and Special Education, 24, 2, 128-139.

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The Person-Environment Fit Model of stress as described by Edwards, Caplan, & Van Harrison (1998). Concepts in circles represent discrepancies between the two adjoining concepts. Solid lines represent causal effects; whereas, dotted lines represent contributions to personenvironment fit.

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Can you tell me a bit about yourself and your district? How long you have been teaching special education and what type of degree’s you earned? What types of students do you work with? How would you describe your community?

What brought you to public education? Can you recall what motivated you to pursue a career in public education? Can you describe the moment you decided to pursue a special education endorsement?

What does IDEA mean to you? What does it mean to be a special education teacher? Can you describe an experience that exemplifies your experience?

What do you find particularly difficult or challenging? What drains your energy the most?

How does your district make decisions about the services available to students’ with disabilities?

Whose interests do you represent while working as a special education teacher?

What do you find satisfying? What reenergizes you?

What do you consider the next step in your career?

–  –  –

Can you tell me a bit about yourself and your district? How long you have been teaching special education and what type of degree’s did you earn? What types of students do you work with and how would you describe your community?

Why did you go into special education? Can you recall what motivated you to pursue a career in special education? What does IDEA mean to you?

How does your district make decisions about the services available to students’ with disabilities?

Whose interests do you represent while working as a special education teacher?

What do you find particularly difficult and how do you deal with these things? What drains your energy the most?

What do you find satisfying? What reenergizes you?

What do you consider key skills or strategies necessary for your position?

How do you feel about being a special education teacher and where do you see yourself in five years?

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