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Alternate Route Teacher Certification And Teacher Efficacy Satisfaction And Retention In Urban Districts A Comparison Of University Programs
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Book Synopsis Alternate-route Teacher Certification and Teacher Efficacy, Satisfaction, and Retention in Urban Districts: A Comparison of University Programs by : Frank Joseph Melia
Download or read book Alternate-route Teacher Certification and Teacher Efficacy, Satisfaction, and Retention in Urban Districts: A Comparison of University Programs written by Frank Joseph Melia and published by . This book was released on 2007 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Further research is recommended about the influence of cohort size, salary, and field experience models on rates of efficacy, satisfaction, and retention. Recommendations for practice and policy include integrating coursework with field experience embedded into the k--12 school year, engaging school supervisors in selection and placement, strengthening seminars as study groups, training mentors, integrating seasoned peer teachers into program design, providing accountability training, and building bridges to leadership programs for aspiring alternate-route teachers.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 652 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Alternative Certification of Teachers by : ERIC Clearinghouse on Teacher Education, Washington, DC.
Download or read book The Alternative Certification of Teachers written by ERIC Clearinghouse on Teacher Education, Washington, DC. and published by . This book was released on 1992 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Criticisms of teacher education, the low economic and political costs of trying to reform schools by reforming teacher education, along with the difficulty of filling some teaching positions with persons certified in traditional ways, have fueled a movement to create alternative routes to teacher certification in the vast majority of states. This monograph seeks to inform the ongoing policy debate over when and for what purposes alternative certification of teachers should be employed and to develop lessons that might lead to increasing the effectiveness of both alternative certification and traditional programs of teacher preparation. Following an introduction, the publication consists of six articles: (1) "The Theory and Practice of Alternative Certification: Implications for the Improvement of Teaching" (Willis D. Hawley); (2) "Alternative Certification in Connecticut: Reshaping the Profession" (Traci Bliss); (3) "Alternative Certification: State Policies in the SREB (Southern Regional Education Board) States" (Lynn M. Cornett); (4) "Los Angeles Unified School District Intern Program: Recruiting and Preparing Teachers for an Urban Context" (Trish Stoddart); (5) "Teaching and Knowledge: Policy Issues Posed by Alternate Certification for Teachers" (Linda Darling-Hammond); and (6) "The Place of Alternative Certification in the Education of Teachers" (Gary D. Fenstermacher). Selected references for each chapter are included. (LL)
Book Synopsis Rethinking Field Experiences in Preservice Teacher Preparation by : Etta R. Hollins
Download or read book Rethinking Field Experiences in Preservice Teacher Preparation written by Etta R. Hollins and published by Routledge. This book was released on 2015-03-12 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes—learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation—Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.
Book Synopsis Alternative Routes to Teacher Certification by :
Download or read book Alternative Routes to Teacher Certification written by and published by . This book was released on 2004 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Alternative Certification for Teachers by :
Download or read book Alternative Certification for Teachers written by and published by . This book was released on 1991 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effectiveness of the Teacher Trainee Program by : California. Commission on Teacher Credentialing
Download or read book The Effectiveness of the Teacher Trainee Program written by California. Commission on Teacher Credentialing and published by . This book was released on 1987 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis What the Research Says about Alternative Teacher Certification Programs. Information Capsule by : Christie Blazer
Download or read book What the Research Says about Alternative Teacher Certification Programs. Information Capsule written by Christie Blazer and published by . This book was released on 2012 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: The shortage of qualified teachers across the U.S. has contributed to the popularity of alternative certification programs. These programs are designed to attract individuals into the teaching profession by allowing candidates to become certified without having to complete a traditional teacher education program. This Information Capsule reviewed research related to the following seven questions: (1) Have alternative certification programs increased the diversity of the teaching workforce? (2) How do the retention rates of teachers certified through alternative routes compare to those of traditionally prepared teachers? (3) Do the achievement levels of students assigned to teachers certified through alternative routes differ from the achievement levels of students assigned to traditionally trained teachers? (4) Do teachers who enter the classroom through alternative certification programs report more student attendance and behavioral problems than teachers who were traditionally trained? (5) Do alternative certification programs adequately prepare teachers for the classroom? (6) How do principals rate the teachers at their school who were certified through alternative programs? (7) What are the characteristics of effective alternative certification programs? Research indicates that most alternative certification programs provide a viable source of high-quality teachers and even increase the diversity of the teaching workforce. Many studies have found that alternatively certified teachers can produce student achievement gains comparable to teachers certified in traditional programs. In fact, evidence suggests that teachers' years of experience, rather than the manner in which they obtained their certification, is a more reliable indicator of their future ability to positively impact student achievement. Similarly, the school at which a teacher is placed has also been found to play a larger role in their effectiveness than the route through which certification is obtained. There is great variation in the quality of alternative certification programs and comparisons across programs are difficult. In addition, participants tend to experience the same program in dramatically different ways, depending upon their educational backgrounds, past experiences, knowledge, attitudes, and beliefs. In other words, many factors contribute to a teacher's effectiveness, including the school to which they are assigned, their years of teaching experience, and their content area knowledge, attitudes, and beliefs. The route through which certification is obtained is just one of these factors. Examples of noteworthy alternative certification programs operating across the U.S. are provided at the conclusion of this report.
Book Synopsis Alternative Teacher Certification by : C. Emily Feistritzer
Download or read book Alternative Teacher Certification written by C. Emily Feistritzer and published by . This book was released on 2003 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Alternative Teacher Certification by :
Download or read book Alternative Teacher Certification written by and published by . This book was released on 2000 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Exploratory Study of Teacher Alternative Certification and Retraining Programs by : Nancy Elizabeth Adelman
Download or read book An Exploratory Study of Teacher Alternative Certification and Retraining Programs written by Nancy Elizabeth Adelman and published by . This book was released on 1986 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Certification Requirements and Teacher Quality by : Tim R. Sass
Download or read book Certification Requirements and Teacher Quality written by Tim R. Sass and published by . This book was released on 2011 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Traditionally, states have required individuals complete a program of study in a university-based teacher preparation program in order to be licensed to teach. In recent years, however, various "alternative certification" programs have been developed and the number of teachers obtaining teaching certificates through routes other than completing a traditional teacher preparation program has skyrocketed. In this paper I use a rich longitudinal data base from Florida to compare the characteristics of alternatively certified teachers with their traditionally prepared colleagues. I then analyze the relative effectiveness of teachers who enter the profession through different pathways by estimating "value-added" models of student achievement. In general, alternatively certified teachers have stronger pre-service qualifications than do traditionally prepared teachers, with the least restrictive alternative attracting the most qualified perspective teachers. These differences are less pronounced when controlling for the grade level of teachers, however. On average, alternatively certified science teachers have also had much more coursework in science while in college than traditionally prepared science teachers. The same is not true for math teachers, where the hours of college coursework are approximately equal across pathways. Of the three alternative certification pathways studied, teachers who enter through the path requiring no coursework have substantially greater effects on student achievement than do either traditionally prepared teachers or alternative programs that require some formal coursework in education. These results suggest that the additional education coursework required in traditional teacher preparation programs either does little to boost the human capital of teachers or that whatever gains accrue from traditional teacher education training are offset by greater innate ability of individuals who enter teaching through routes requiring little formal training in education. (Contains 7 tables and 13 footnotes.).
Book Synopsis K-12 Math and Science Education by : United States. Congress. House. Committee on Science
Download or read book K-12 Math and Science Education written by United States. Congress. House. Committee on Science and published by . This book was released on 2000 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Cross-case Comparison of Teachers who Completed Different Alternate Teacher Certification Programs and Their Use of Teaching Strategy by : Christine Dillenkoffer Templet
Download or read book Cross-case Comparison of Teachers who Completed Different Alternate Teacher Certification Programs and Their Use of Teaching Strategy written by Christine Dillenkoffer Templet and published by . This book was released on 2002 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Traditional and Alternative Teacher Certification Programs by : Deborah L. Cohen
Download or read book Traditional and Alternative Teacher Certification Programs written by Deborah L. Cohen and published by . This book was released on 2004 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Do Teachers Differ by Certification Route? Novice Teachers' Sense of Self-efficacy, Commitment to Teaching, and Preparedness to Teach by : Linda Reichwein Zientek
Download or read book Do Teachers Differ by Certification Route? Novice Teachers' Sense of Self-efficacy, Commitment to Teaching, and Preparedness to Teach written by Linda Reichwein Zientek and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Alternative teacher certification (ATC) programs are one method created to help alleviate teacher shortages (Cox, Matthews, & Assoc, 2001; Hallinan & Khmelkov, 2001). While much debate has arisen over ATC programs, very few have empirically examined their impact on the teaching pool (Darling-Hammond, Berry, & Thoreson, 2001; Darling-Hammond, Chung, & Frelow, 2002; Goldhaber, 2000; Ingersoll, 1999; Shen, 1997, 1999). The present study was designed to explore differences by certification type and program characteristics based on novice teachers' demographics, educational attainment, sense of self-efficacy, and sense of preparedness to enter the classroom. Results from the present study suggest ATC programs are somewhat diversifying the teaching population by bringing in more minorities and science majors, but do not appear to be bringing in more experienced scientists and mathematicians nor do they appear to be alleviating the teacher shortage. In this sample, traditionally certified teachers felt better prepared than ATC teachers with the biggest differences on Promoting Student Learning. Regardless of certification route, prior classroom experience was a strong predictor of Overall Preparedness and a teacher's perception of his or her ability to be an effective teacher. For ATC teachers, a positive mentoring experience was a strong predictor of Overall Preparedness. The discussion of whether or not ATC programs should exist should now be replaced with a discussion of how to ensure that these programs produce better teachers and improve student learning. The underlying theme from the present study was that, in order to feel prepared and have high self-efficacy, novice teachers needed instruction in the majority of the components identified by research and by the National Commission on Teaching and America's Future (1996), including positive mentoring experiences, field based experiences, and curriculum based on child development, learning theory, cognition, motivation, and subject matter pedagogy. Results from the present study support the assertion that teacher preparation programs, program components, mentoring experiences, and field-based experiences do impact teacher effectiveness in the classroom.
Book Synopsis A Good Teacher in Every Classroom by : Linda Darling-Hammond
Download or read book A Good Teacher in Every Classroom written by Linda Darling-Hammond and published by John Wiley & Sons. This book was released on 2005-07-28 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: What kind of experiences do children need in order to grow and learn? What kind of knowledge do teachers need in order to facilitate these experiences for children? And what kind of experiences do teachers need to develop this knowledge? A Good Teacher in Every Classroom addresses these questions by examining the core concepts and central pedagogies that should be at the heart of any teacher education program—and recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue-ribbon commission sponsored by the National Academy of Education.
