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Lynne H. Cook
Researcher at California State University, Dominguez Hills
Publications - 21
Citations - 2025
Lynne H. Cook is an academic researcher from California State University, Dominguez Hills. The author has contributed to research in topics: Special education & Attrition. The author has an hindex of 15, co-authored 21 publications receiving 1918 citations. Previous affiliations of Lynne H. Cook include California State University, Northridge & California State University.
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Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education.
TL;DR: Co-teaching as discussed by the authors is the sharing of instruction by a general education teacher and a special education teacher or another specialist in general education class that includes students with disabilities, is a relatively recent application.
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Teacher Turnover: Examining Exit Attrition, Teaching Area Transfer, and School Migration
TL;DR: In this paper, the authors quantify trends in three components of teacher turnover and investigate claims of excessive teacher turnover as the predominant source of teacher shortages, concluding that retention is unlikely to increase without dramatic improvements in the organization, management, and funding of public schools.
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Why Didst Thou Go? Predictors of Retention, Transfer, and Attrition of Special and General Education Teachers from a National Perspective
TL;DR: In this article, Faupel, Bobbitt, & Friedrichs provided data from a national probability sample of 4,798 public school teachers from the 1989 Teacher Followup Survey.
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Whither Didst Thou Go? Retention, Reassignment, Migration, and Attrition of Special and General Education Teachers from a National Perspective
TL;DR: In view of the paucity of national data on teacher retention, transfer, and attrition in special education, and the importance of these phenomena to teacher demand and shortage, this paper sought to provide such data from a national probability sample of 4,798 public school teachers from the 1988-1989 Teacher Followup Survey (Faupel, Bobbitt, & Friedrichs, 1992).
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Does Teacher Preparation Matter for Beginning Teachers in Either Special or General Education
TL;DR: This article found that extensive preparation in pedagogy and practice teaching was more effective than was only some or no preparation in producing beginning teachers who were fully certified, secured in-field teaching assignments, and reported being well prepared to teach subject matter and well prepared with respect to pedagogical skills.