AxM.CondermanG., & StephensJ. T. (in press). Principal support essential for retaining special educators. NASSP Bulletin.
2.
ElliottD., & McKenneyM. (1998). Four inclusion models that work. TEACHING Exceptional Children, 30(4), 54–58.
3.
FelberS. A. (1997). Strategies for parent partnerships. TEACHING Exceptional Children, 30(1), 20–23.
4.
FrenchN. K. (1997). Managing paraeducators. In PickettA.L. & GerlachK. (Eds.), Supervising paraeducators in school settings: A team approach (pp. 91–169). Austin, TX: PRO-ED.*
5.
FrenchN. K. (1999). Paraeducators and teachers: Shifting roles. TEACHING Exceptional Children32(2), 69–73.
6.
FrenchN. K. (2000). Taking time to save time: Delegating to paraeducators. TEACHING Exceptional Children32(3), 79–83.
7.
FullanM., & HargreavesA. (1991). What's worth fighting for in your schools?Toronto: Ontario Public School Teachers' Federation. (ERIC Document Reproduction Service No. ED 342 128).
8.
GoldY. (1996). Beginning teacher support: Attrition, mentoring, and induction. In SikulaJ. (Ed.), Handbook of Research on Teacher Education (2nd ed., pp. 548–594). New York: Simon & Schuster.*
9.
GoldY., & RothR. A. (1993). Teachers managing stress and preventing burnout: The professional health solution. London: Falmer Press.*
10.
HowellsK. D. (2000). Boldly going where angels fear to trend. Intervention in School and Clinic, 35, 157–160.
11.
KilgoreK., & GriffinC. (1998). Beginning special educators: Problems of practice and the influence of school context. Teacher Education and Special Education, 21, 155–173.
12.
KnightD., & WadsworthD. (1998). A national survey of special education teacher preparation programs regarding their inclusion of family focused components of the CEC common core of knowledge and skills. Teacher Education and Special Education, 21, 214–226.
13.
McEwanA. (1996). Formula for first-year failure: Competition plus isolation plus fear. Kappa Delta Pi Record, 32, 94–97.
RosenbergM.GriffinC.KilgoreK., & CarpenterS. (1997). Beginning teachers in special education: A model for providing individual support. Teacher Education and Special Education, 20, 301–321.
16.
SalendS. (1999). So what's with our inclusion program? Evaluating educators' experiences and perceptions. TEACHING Exceptional Children, 32(2), 46–54.
17.
SheelerK. (1996). Mentors in the classroom, not just someone who can show you to your office: A brief summary of the literature. Paper presented at the 82nd Annual Meeting of the Speech Communication Association. San Diego, CA.
18.
StainbackW.StainbackS., & StefanichG. (1996). Learning together in inclusive classrooms. TEACHING Exceptional Children, 28(3), 14–19.
19.
Thies-SprinthallL. M., & GerlerE. R. (1990). Support groups for novice teachers. Journal of Staff Development, 11(4), 18–22.
20.
TurnbullA., & TurnbullH. R. (1997). Families, professionals, and exceptionality (3rd ed.). Columbus, OH: Merrill.*