ethanporcaro/eric-fulltext-meta huggingface dataset:
Special Education Professional Development Schools: Why Do Candidates Choose to Participate?
Author: Esposito, Mary C.
Date: 2007-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Special Education,Alternative Teacher Certification,Models,Questionnaires,Likert Scales,School Role,Student Needs,Program Descriptions,Qualitative Research,Etiology,Attribution Theory,School Location,Proximity,Educational Environment,Acceleration (Education),Relevance (Education),Educational Resources,Motivation,Performance Factors,Special Education Teachers,Teacher Surveys,Teacher Attitudes,Secondary School Teachers,Statistical Analysis

Research findings demonstrate that PDSs effectively prepare general education teachers and lead to increased student academic outcomes. Previous studies within the extant literature have investigated the application of the PDS model with traditional credential candidates. Acute teacher shortages and the implementation of alternative credential routes have increased the number of non-traditional credential candidates. This study reports on candidates' primary reasons for participation in an alternative special education certification program which applied precepts from the PDS model. A questionnaire containing 23 Likert-format and open-ended questions was administered to PDS participants (n = 80). Results concerning the factors that lead to PDS participation, perceived program benefits and challenges, and participants' perceptions concerning the differences between PDS and traditional settings are discussed.
Partnering with Secondary Schools to Prepare Highly Qualified Teachers: Alternative Certification through a Professional Development School Model
Author: Myers, Susan D.
Date: 2007-00-00
Type: Journal Articles
Subjects: Teacher Qualifications,Secondary School Teachers,Faculty Development,Alternative Teacher Certification,College Faculty,College School Cooperation,Preservice Teachers,Mentors,At Risk Students,Teacher Attitudes,Student Teacher Attitudes,Program Effectiveness,Reflection,Interviews,Qualitative Research,Grounded Theory,Partnerships in Education

Recruiting Educators through Alternative Licensure (Project REAL) is funded through the Transition to Teaching grant initiative. Project REAL is designed to enable university faculty and classroom teachers to work collaboratively within a professional development school model in order to provide secondary pre-service teachers with a high quality, fast-track, alternative certification program. Not only does this article document our implementation of a unique project design, but it also analyzes our pilot cohort's perceptions of those characteristics that are necessary for effective teacher preparation and instruction. Emergent issues described within this article include those raised by others as to the quality of alternative certification programs. Data sources collected from the pilot semester suggest that establishing &quot;mentoring mosaics,&quot; expanding field experiences, and collaborating with professional development schools hold the potential to ensure that any certification program--even of the fast-track variety--can be of high quality. Implications for further studies are also discussed.
Student Teachers and Alternate Route Teachers' Sense of Efficacy and Views of Teacher Preparation
Author: Forsbach-Rothman, Terri
Date: 2007-00-00
Type: Journal Articles
Subjects: Student Teachers,Alternative Teacher Certification,Teacher Education Programs,Student Teacher Attitudes,Self Efficacy,Graduate Students,Undergraduate Students,Nontraditional Students,Field Experience Programs,Teacher Effectiveness,Teacher Qualifications,Mixed Methods Research,Student Attitudes

This study compared undergraduate and graduate student teachers' and alternate route teachers' sense of efficacy and views of their teacher preparation programs. A one-way analysis of variance indicated that student teachers in the undergraduate program had higher teacher efficacy than the other two groups of teachers. Alternate route teachers and graduates student teachers reported similar levels of teacher efficacy. Teachers across all programs valued coursework in instructional methods and classroom management. The undergraduates and graduates also noted the importance of their fieldwork experiences, whereas alternate route teachers highly valued the camaraderie they established with their cohort members.
Evaluation of Non-Traditionally and Traditionally Prepared Teachers' Pedagogical Content Knowledge and Practice Using Performance-Based Evidence
Author: Harvey, Falicia
Date: 2007-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Performance Based Assessment,Comparative Analysis,Alternative Teacher Certification,Scores,Teacher Education Programs,Teacher Evaluation,Evaluators,School Districts,Quasiexperimental Design,Program Descriptions,Race,Gender Differences,Educational Attainment

This study was designed to compare teachers certified in South Carolina that were trained in two different methods: through traditional college preparation programs and through the Program of Alternative Certification for Educators (PACE). This study explored three research questions. The first question addressed differences in pedagogical knowledge based on the Principles of Learning and Teaching (PLT) examination. There was a significant difference between the mean scores of the traditionally trained teachers and the alternatively trained teachers. The second question addressed differences in the evaluation of teaching performance based on the Assisting, Developing, and Evaluation of Professional Teaching (ADEPT) school district level evaluator's perception of teachers' performance on the individual performance dimension and the sum of rating on the performance dimensions. There was not a significant difference between any of the mean scores for the individual performance dimensions, nor the sum of the mean scores for the individual performance dimensions. And, the third question addressed differences in performance by teachers certified by the two methods based on demographic variables. There were no significant differences in mean scores based on age, gender, or race at the 0.05 level. The analysis of the demographic variable highest degree earned revealed there was a significant difference in the performance between teachers who had a master's degree and teachers who had a master's with additional graduate hours or a doctorate. And, this difference was true for both alternatively and traditionally certified teachers.
Dispositions and Perceived Preparedness of Teacher Candidates in Traditional Undergraduate Teacher Education, Master's with Licensure, and Alternative Licensure Programs
Author: Iyer, Nithya Narayanaswamy
Date: 2007-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Undergraduate Study,Masters Programs,Alternative Teacher Certification,Personality Traits,Predictor Variables,Multivariate Analysis,Ethics,Justice,Factor Analysis,Surveys

This study compares the dispositions and perceived preparedness of three teacher preparation programs: traditional, masters, and alternative licensure. We specifically investigated whether teachers in alternative licensure programs have the dispositions and perceived preparation essential for teaching. Each program was examined to identify predictors of preparation and disposition for teaching. MANOVA results indicated no significant differences (p&lt;0.05) for perceived preparedness for the three programs. There were, however, significant differences found for program and the construct ethics and justice within dispositions indicating that candidates in master's with licensure program reporting higher levels of ethics and justice than the alternative licensure candidates.
Evaluating &quot;Quality&quot; Methods of Filling the &quot;Teacher Gap&quot;: Results of a Pilot Study with Early Career Teachers
Author: Isaacs, Madelyn L.
Date: 2007-00-00
Type: Journal Articles
Subjects: Teacher Education,Beginning Teachers,Self Esteem,Alternative Teacher Certification,Nontraditional Education,Nontraditional Students,Conventional Instruction,Satisfaction,Teacher Attitudes,Teacher Surveys,Measures (Individuals),Statistical Analysis,Comparative Analysis

Challenges for meeting the highly-qualified teacher demand, exacerbated by the critical shortage of teachers, have necessitated a variety of preparation routes for those entering the profession of teaching. This pilot study examined teacher confidence and self efficacy related to teacher preparedness within the first three years of employment. Specifically, the study examined preparation experience perceptions of early career teachers. All teachers who were employed three years or less from three Florida school districts were invited to participate. Data were analyzed and aggregated according to teacher preparation type--traditional or non-traditional (alternative) program. Participants indicated their likelihood of remaining in the program, district, and school as well as their degrees of confidence in preparation for the competencies identified. Overall results as well as differences between those who completed a traditional teacher preparation program and those with a non-traditional teacher preparation program are presented. Implications for training priorities and replicating research are discussed.
Mentoring Alternative Certification Teachers: Implementing an Online Collaborative Consultation Community
Author: Dukes, Lyman, III
Date: 2007-00-00
Type: Journal Articles
Subjects: Mentors,Alternative Teacher Certification,Computer Mediated Communication,Communities of Practice,Group Discussion,Preservice Teachers,Graduate Students,College Faculty,Master Teachers,Elementary School Teachers,Middle School Teachers,Content Analysis,Program Effectiveness

Online discussion boards have the potential to provide significant support to beginning teachers; thus, we designed an online collaborative consultation community to provide mentor support to university students enrolled in an alternative certification program. The results suggest that although students in alternative certification programs will use an online forum in ways similar to those of traditionally trained teachers, students in alternative certification programs need more guidance in some specific content areas such as curriculum and instruction and classroom management. Comments regarding how the use of online discussions might improve participants' education are also provided.
Understanding How Service-Learning Impacts the Dispositions of Teach for America Candidates and Their Students
Author: Mitchell, Dymaneke
Date: 2014-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Service Learning,Middle School Teachers,Secondary School Teachers,Teacher Surveys,Teacher Attitudes,Urban Schools,Middle Schools,High Schools,Program Effectiveness,Teacher Education Programs,Student Projects

This article is based on a study that assessed Teach for America (TFA) candidates' dispositions toward service-learning before and after they developed and implemented a service-learning project with their students. This article may be used to understand the significance of raising alternative certification teacher candidates' community awareness so that they may stay longer as teachers while also becoming more acculturated to their school and neighborhood surroundings. The authors assert that candidates will become more effective through carefully planned service-learning experiences with community partners and become better service and public education advocates.
&quot;I Want More&quot;: Does a Divide between Charter and Public School Teachers Cause Different Desires for Certification Programs?
Author: Maloney, Patricia
Date: 2013-00-00
Type: Journal Articles
Subjects: Charter Schools,Public School Teachers,Alternative Teacher Certification,Teacher Attitudes,Beginning Teachers,Longitudinal Studies,Accountability,Best Practices,Qualitative Research,Preferences,Writing Assignments,Skill Development,Interviews

The number of teachers entering the profession through alternative certification and the number of charter schools in the United States have increased over the past twenty years. While there is a great deal of research on the efficacy of different paths to certification on teachers in public schools, there is little research exploring the needs of charter school teachers in alternative certification programs. This study uses a longitudinal data set of 44 matched-pair beginning teachers by school type who are all alternatively certified to explore the divide between public and charter school teachers. Almost universally, teachers reported wanting the same elements present in their alternative certification programs: accountability, assignments based on research rather than self-reflection, and an emphasis on skills that were concrete and immediately usable in the classroom.
Nutrition, Exercise, and Sleep: Physiological Considerations in the Classroom for Alternative Certification Teachers. Editor's Perspective Article
Author: Evans, Brian R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Nutrition,Exercise,Sleep,Physiology,Physical Activity Level,Alternative Teacher Certification,Beginning Teachers,Teacher Attitudes,Teacher Surveys,Child Health,Health Promotion,Teacher Role,Statistical Significance,Statistical Analysis

Proper nutrition, adequate amounts of physical activity, and sufficient amounts of sleep are three important variables for healthy children. Alternative certification teachers quickly enter the classroom at the beginning of their programs and may encounter disengaged students who lack the energy needed for quality learning and achievement. Commonly, classroom management issues are the biggest challenges faced by new teachers in alternative certification programs (Evans, 2010). Children who receive proper nutrition, adequate amounts of physical activity, and sufficient amounts of sleep could be more receptive to learning and have the energy levels needed for dynamic and engaging classroom experiences. This article addresses nutrition, exercise, and sleep for students in the context of new teachers in alternative certification programs. Alternative certification teachers in the New York City Teaching Fellows program were surveyed to determine their attitude toward student health issues in the schools and it was found that teachers indicated student health issues to be important to them.
Going Back to School: Why STEM Professionals Decide to Teach through Alternative Certification Programs
Author: Morettini, Brianne W.
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Professional Personnel,Alternative Teacher Certification,Career Change,Teacher Recruitment,Teacher Persistence,Teaching (Occupation),Beginning Teachers,Questionnaires,Influences,Gender Differences,Racial Differences,Career Choice,Teacher Shortage,Middle School Teachers,Semi Structured Interviews

Prompted by the emergence of alternative pathways to teacher certification as well as federal, state, and local policy directives aimed at raising student achievement, this study explores the extent to which prospective teachers' reasons to teach have or have not changed since before the enactment of such changes in public schools. In addition, the study contributes to the literature on the recruitment and retention of STEM teachers in difficult-to-staff schools through the analysis of reasons to enter teaching and the implications of those reasons for career changers in an alternative teacher preparation program. Data for this study were gathered over the span of participants' entire first year in the classroom through interviews, questionnaires, and application materials. This study found that participants in Alternative Certification in Science and Mathematics (ACSM) express model influences, experiential influences, programmatic influences, race- and gender-related reasons, and vocational reasons as motivation for teaching. In addition, data revealed that participants' reasons to stay in teaching become much more specific over time.
Comparison of Alternative and Traditional Teacher Certification Programs in Terms of Effectiveness in Encouraging STEM Pre-Service Teachers to Teach in High Need Schools
Author: Bowe, Anica
Date: 2011-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Education Programs,Comparative Analysis,Program Effectiveness,STEM Education,Preservice Teachers,Mixed Methods Research,Student Surveys,Interviews,Student Characteristics,Scholarships,Beliefs,Background

Central to the debate regarding the effectiveness of alternative and traditional teacher certification programs is the question of providing high quality teachers for high need schools. The Robert F. Noyce Teacher Scholarship Program, funded by the National Science Foundation, supports both alternative and traditional routes to teacher certification nationwide and has similar requirements for all teacher candidates. It, therefore, provided a unique opportunity to compare alternative and traditional programs in terms of their perceived effectiveness in encouraging potential STEM teachers to teach in high need schools. Data came from a comprehensive, mixed methods evaluation of the Noyce Program and included 434 surveys completed by Noyce scholars, and 19 interviews with school district representatives. Comparisons between alternative and traditional programs were made based on scholars' demographics, affective characteristics, background experiences, and beliefs about teaching. Results demonstrated that Noyce scholars from alternative and traditional programs were similar in demographic and most affective characteristics but different in background experiences and beliefs about teaching. Moreover, the data suggest that alternative routes might attract more candidates who are more likely to teach in high need schools.
Professional Development for the Novice Teacher: One University's Initiative to Support the Alternatively Certified Educator
Author: Porter, Marclyn D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Professional Development,Beginning Teachers,Alternative Teacher Certification,Peer Teaching,Mentors,Online Courses,Electronic Learning,Social Support Groups,Teacher Attitudes,Education Courses,Curriculum Design,Reflection,Journal Writing,Instructional Effectiveness,Group Discussion,Surveys,Case Studies,Mixed Methods Research,Computer Mediated Communication

Many alternatively certified teachers, as was the case in this study, are employed as the teacher of record while simultaneously enrolled in education courses. Therefore, experiencing the collaborative, supportive, peer mentoring environmental elements that are present in many traditional &quot;fieldwork&quot; settings is not an option. By examining one university's initiative to support the alternatively certified educator via an online mentoring and professional development course offering, this study focused, in detail, upon the characteristics of the course itself, and evaluated from the course participants' perspective, the effectiveness of the newly re-designed course, as measured by the course goals and objectives. More specifically, this study sought to investigate four themes regarding participants' perceptions: peer mentoring and support; professional development in the area of pedagogy; effectiveness of the online course delivery format; and the effectiveness of course specific components. This study furthers the understanding of the methods by which teacher education programs can provide support and professional development opportunities for those educators who have entered the profession via alternative routes. The findings of this study lend support to the belief that teacher preparation programs can effectively utilize well-designed, appropriately structured online coursework to foster the development of professional learning communities designed to provide mentoring and peer support. By incorporating assignments that present content that is meaningful, relevant and applicable to the individual student, online courses of this type can support the professional development of the alternatively certified educator.
Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators
Author: Hogan, Kathleen A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Education Programs,General Education,Special Education Teachers,Teaching (Occupation),Career Choice,Teacher Motivation,Comparative Analysis,Program Effectiveness,Online Surveys,Teacher Surveys,Focus Groups,Elementary Secondary Education,Likert Scales,Statistical Analysis,Qualitative Research,Program Descriptions,Decision Making,Teacher Interns

Many teacher education programs are not meeting the needs of future teachers. To adequately prepare for the projected four million teachers who will be teaching by the 2016 school year, institutions of higher education and alternative certification programs (ACPs) will need to examine the motivations that affect an individual's desire to teach in order to attract and retain competent professionals. This study compares the motivating factors affecting general and special educators' decisions to become teachers. Additionally, a comparison was made of general and special educators' reasons for choosing a nonuniversity-based ACP and what they perceived to be the strengths and weaknesses of the program. By identifying the motivating factors and strengths and weaknesses of ACPs, these programs will be able to better meet the needs of future teachers.
Moving toward Standards-Based Alternative Certification in Special Education
Author: Sears, Sue
Date: 2009-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Academic Standards,Special Education Teachers,Teacher Shortage,Program Design,Program Implementation,Program Evaluation,Educational Quality,Performance Based Assessment,Accreditation (Institutions),Internship Programs,Seminars,Practicums,Portfolio Assessment,Employers,Attitude Measures,Persistence,Student Recruitment,Student Attitudes,Program Effectiveness,Surveys

Alternative programs in special education are often developed in response to chronic personnel shortages. At issue, however, is the quality of alternative programs and their graduates. This paper describes the design, implementation and evaluation of a large special education alternative certification program that adheres to both professional practice and accreditation standards. Examples of performance assessments are presented, and data on candidate recruitment, preparation, and retention are discussed. Throughout, the authors argue that alternative certification programs must adhere to the same professional and accreditation standards as traditional programs and be evidence based.
Mathematics and Science Teaching for New Alternative Certification Teachers. Editor's Perspective Article
Author: Evans, Brian R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Mathematics Instruction,Mathematics Teachers,Science Teachers,Science Instruction,Problem Solving,Inquiry

Mathematics and science education has increasingly become more important for students in our globally competitive society. New alternative certification teachers, particularly in mathematics and science, need to support student learning in these areas in order for the United States to stay globally competitive. This article presents some ideas about mathematics and science learning for the new alternative certification teachers.