Social assets and the career intent of teachers serving students with extensive support needs.

Decades of research indicate social support is vital for retaining teachers. However, little is known about social support for teachers serving students with extensive support needs. The purpose of this study was to explore whether collective social assets (administrative support, colleague support, paraeducator support, school culture) were associated with retaining special education teachers (SETs) who serve students with extensive support needs (e.

Child welfare knowledge transmission, practitioner retention, and university-community impact: a study of Title IV-E child welfare training.

This paper describes the implementation of a Title IV-E child welfare training program in Louisiana. A collaborative arrangement between the state child welfare agency and seven state university social work programs provides for student monetary stipends in return for child welfare training and work as public child welfare employees upon graduation. On a test of child welfare knowledge, students in MSW and BSW programs scored higher following child welfare training; BSW student stipend recipients made greater gains than non-recipients when controlling for initial scores.