Relevant bibliographies by topics / Alternative certification program

Academic literature on the topic 'Alternative certification program'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Alternative certification program"

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Stafford, Delia, and Gabriel Barrow. "Houston's Alternative Certification Program." Educational Forum 58, no. 2 (June 30, 1994): 193–200. http://dx.doi.org/10.1080/00131729409335325.

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Humphrey, Daniel C., Marjorie E. Wechsler, and Heather J. Hough. "Characteristics of Effective Alternative Teacher Certification Programs." Teachers College Record: The Voice of Scholarship in Education 110, no. 1 (January 2008): 1–63. http://dx.doi.org/10.1177/016146810811000103.

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Background Alternative certification plays a central role in the production of new teachers in many states, yet little is known about the characteristics of an effective program. Given that the variation within programs is as great as the variation between programs, the common methodology of comparing programs is unable to discern the qualities of programs with positive teacher outcomes. Focus of Study This paper is based on an analysis of seven alternative certification programs to determine the characteristics of effective programs. It presents findings from an analysis designed to shed light on the effects of personal, program, and contextual inputs on teaching outcomes. To account for within-program variation, the analysis clusters individuals across programs based on common background characteristics, program experiences, and school contexts. Research Design We employed multiple data collection activities at both the program and participant levels. We conducted case studies of seven alternative certification programs, including multiple interviews with key personnel and document reviews. We surveyed program participants twice—once at the beginning of their participation in the program, and again at the end of their first year of teaching. We also observed a sample of participants teaching and interviewed them both at the beginning and end of their first year of teaching. Findings We found that each program, personal, or contextual element analyzed impacted various outcomes differently, and each contributed to the development of skilled, confident teachers. The element with the strongest effect on all measured outcomes, however, was school context. Conclusions Overall, findings suggest that an effective alternative certification program places candidates in schools with strong leadership, a collegial atmosphere, and adequate materials. Effective programs select well-educated individuals or work to strengthen subject-matter knowledge, and recognize that previous classroom experience is an asset. Effective programs provide carefully constructed and timely coursework tailored to candidates’ backgrounds and school contexts. And, effective programs provide trained mentors who have the time and resources to plan lessons with candidates, share curricula, demonstrate lessons, and provide feedback after frequent classroom observations.
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Humphrey, Daniel C., and Marjorie E. Wechsler. "Insights into Alternative Certification: Initial Findings from a National Study." Teachers College Record: The Voice of Scholarship in Education 109, no. 3 (March 2007): 483–530. http://dx.doi.org/10.1177/016146810710900304.

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Background Alternative teacher certification has become an increasingly popular strategy for addressing both teacher quality and teacher shortages. However, there is little agreement about what constitutes alternative certification, and there is little known about the types of programs that prepare highly qualified teachers. The debate over alternative certification has fueled a variety of assumptions about participants and programs that are based on opinion or the limited research base. Focus of Study Our research describes in detail seven programs to understand who participates in these programs and what learning opportunities the programs provide. We test proponents’ and opponents’ assumptions about alternative certification against national data and data from the seven programs. Research Design We employed multiple data collection activities at both the program and participant levels. We conducted case studies of seven alternative certification programs, including multiple interviews with key personnel and document reviews. We surveyed program participants twice—once at the beginning of their participation in the program, and again at the end of their first year of teaching. We also observed a sample of participants teaching and interviewed them both at the beginning and end of their first year of teaching. Findings We find that both sides of the debate fail to capture the variation in participants’ characteristics and their experience in the programs. Alternative certification program participants are a diverse group of individuals who defy generalization. In addition, we find a great deal of variation between and within alternative certification programs. In contrast to simplistic characterizations, we find teacher development in alternative certification to be a function of the interaction between the program as implemented, the school context in which participants are placed, and the participants’ backgrounds and previous teaching experiences. Conclusions We conclude by questioning the usefulness of comparing different alternative certification programs and instead suggest that a better unit of analysis would be a subgroup of individuals with similar backgrounds, school placements, and learning opportunities.
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Barkley, Brenda Stallion. "Lessons from an Alternative-Certification Program." Kappa Delta Pi Record 36, no. 1 (October 1999): 23–26. http://dx.doi.org/10.1080/00228958.1999.10518765.

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Macdonald, Robert H., M. Lee Manning, and Robert A. Gable. "An Alternative Certification Program: Career Transition." Action in Teacher Education 16, no. 2 (July 1994): 19–27. http://dx.doi.org/10.1080/01626620.1994.10463195.

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McKibbin, Michael, and Lisa Ray. "A Guide for Alternative Certification Program Improvement." Educational Forum 58, no. 2 (June 30, 1994): 201–8. http://dx.doi.org/10.1080/00131729409335326.

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Lutz, Frank W., and Jerry B. Hutton. "Alternative Teacher Certification: Its Policy Implications for Classroom and Personnel Practice." Educational Evaluation and Policy Analysis 11, no. 3 (September 1989): 237–54. http://dx.doi.org/10.3102/01623737011003237.

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Alternative certification (AC) of teachers is an issue of interest and discussion within the 1980s education reform movement. Little empirical evaluation is available for formulating policy, however. This research describes an alternative certification program in the Dallas Independent School District. Recruitment programs resulted in 4,000 inquiries and over 1,300 applicants, 691 of whom took the entrance test, 557 who passed, and 110 who were admitted to the program. This research addresses eight topics: (a) characteristics of the program, (b) characteristics of the interns, (c) intern attitudes, (d) comparison of interns and traditionally certified teachers, (e) teaching performance of interns, (f) predictors of AC success, (g) reaction to the program, and (h) consideration of whether AC programs can contribute to the need for teachers. Policy recommendations, based on the above, are formulated.
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Rifai, Mochamad Farid, Hendra Jatnika, and Bowval Valentino. "Penerapan Algoritma Naïve Bayes Pada Sistem Prediksi Tingkat Kelulusan Peserta Sertifikasi Microsoft Office Specialist (MOS)." PETIR 12, no. 2 (September 26, 2019): 131–44. http://dx.doi.org/10.33322/petir.v12i2.471.

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This research discusses prediction pass rates the certification microsoft office specialist 2013 version (word and excel) aimed to provide information concerning to pass rates and certification give alternative solutions to determine the program certificationi appropriate to chosen before test certification. Naive bayes used for the classification certification graduation where participants know what information pass and did not finish. Naive bayes is a classification with the probability and statistics to predict opportunities in the future based on the Provided before. In this study, system development CRISP-DM to use of the become more ordered and testing done with the BlackBox to test each function is on the application built. From the study, produce values probability of 0.001042 the accuracy of 99 %. These results, proving that naïve bayes method can be used to assist in a prediction graduation rates participants (word and excel), because it produces quite high accuracy. So participants were able to determine the certification program proper chosen before test certification.
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Heinen, Ethan B., and Jay Paredes Scribner. "Bureaucratic discretion and alternative teacher certification: understanding program variation in Missouri." education policy analysis archives 15 (June 25, 2007): 13. http://dx.doi.org/10.14507/epaa.v15n13.2007.

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Alternative teacher certification literature has contributed significantly to our understanding of this approach to teacher preparation. However, this literature has more often than not treated alternative teacher certification programs (ATCPs) as a black box, thus ignoring program heterogeneity. The present study examines how and why five ATCPs in Missouri have evolved in different ways. To understand this variation and its potential significance for researchers and practitioners, we use political science literature on bureaucratic discretion to understand programs' varied responses within the same state policy context. Using a multiple case study design, we present two key findings. First, external factors such as the state's regulatory approach, programs' relationships with school districts, and programs' relationship with external partners shape program coordinators' perceptions of their discretionary authority. Second, within an environment of limited regulation, programs responded to these external factors in ways that shaped programs in dramatically different ways. These approaches ranged from formal partnerships with large urban school districts and philanthropic funders to alternative certification programs that were at least partially blended with existing undergraduate and post baccalaureate teacher preparation programs. In our discussion, we explore how state attempts to widen the discretionary space between the rules may have allowed external interests (e.g., school districts, and external funders) to backfill that space in ways that limit the potential for programs to provide high quality preparation experiences. This study explores these consequences and trade offs in order to inform policy makers and practitioners who are concerned with fostering innovative and creative ways to prepare high quality teachers.
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Ewing, Aubrey K. "BCIA Certification by Prior Experience Provides an Alternative Path for Qualified Biofeedback and Neurofeedback Professionals." Biofeedback 39, no. 2 (June 1, 2011): 45–48. http://dx.doi.org/10.5298/1081-5937-39.2.10.

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The Biofeedback Certification International Alliance offers a Certification by Prior Experience (CPE) alternative to Board Certification in Biofeedback, Neurofeedback, and Pelvic Muscle Dysfunction Biofeedback. There are also academic and technician certification tracks for Biofeedback and Neurofeedback. The CPE program invites applications from professionals who can demonstrate extensive education and experience, and who have made significant contributions to the field. The CPE process preserves the high standards required by the traditional BCIA program, while offering a more expeditious path to certification. This article details the process and requirements for CPE, and discusses the value of BCIA Board Certification.
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Dissertations / Theses on the topic "Alternative certification program"

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Park, Sherry. "Stakeholders' Perception of Alternative Certification Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/893.

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The diminution of Alternative Certification Program (ACP) teachers contributes to the teacher shortage and complicates the challenges of hard-to-staff schools. Some ethnic minority, economically challenged districts have experienced a growing attrition rate of teachers prepared by ACPs, resulting in a scarcity of qualified teachers. The purpose of this study was to examine the experiences of stakeholders, including teachers currently in the program, teachers who left the program before completion, and program administrators, in order to understand the ACP program. A conceptual framework was based upon theorists Feistritzer and Klagholz, the originators of the ACP movement. Ten participants were selected for this qualitative case study using purposeful sampling, and data were collected through open ended interviews focused on training, challenges, support, and improvements. The hand analysis method was used to generate codes and subsequent themes. The themes developed from the interview questions and that provided some insight into stakeholders' perceptions included the influences of a positive school environment, the detriments of lack of support and preparation, and the apparent need for program restructuring. An ACP training manual based on study findings was designed to address the immanent training and support needs of ACP teachers. The manual may be implemented to train and retain ACP teachers in the district of study. Positive change implications of this study and of this manual may include more relevant professional development and a more structured ACP.
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Muhammad, Gerald. "Teacher Certification Program Types and Their Impact on Teacher Self-Efficacy." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703292/.

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The overarching purpose of the study was specifically designed to examine how teacher preparation programs contributed to novice teachers' sense of self-efficacy. The significance of this study related to how well teachers were prepared, based upon their preparation program. This qualitative methods study incorporated a research design consisting of phenomenological research. Eleven thematic findings derived based upon the participants' input after several series of data analysis and reduction, using a general deductive approach. Results showed many implications of how teacher preparation programs contributed to the participants' sense of self-efficacy. Major implications for teacher preparation programs and their impact on novice teachers are discussed, such as improvement measures for preparation programs, and opportunities to increase teacher effectiveness.
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Kilgore, Debra Voutsinas. "An Analysis on the Experience of Mentoring Support in a College Alternative Teacher Certification Program." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3182.

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The purpose of this research study was to explore how college alternative teacher certification (ATC) participants experience mentoring support. The goal was to obtain a rich and deep understanding of the nature of the mentoring experience in a college ATC program through the perspectives of mentees and their mentors. The ATC program was the Educator Preparation Institute (EPI). Semi-structured interviews were conducted. Eight individuals participated in the study, four were mentors and four were EPI students. A triangulated set of research methods for data collection and analysis was used, including member checks, validation forms, and peer reviews. All the interviews were transcribed; data was subsequently analyzed for patterns. The findings indicated that students believed, while the course work was clear and well structured, the fieldwork aspect of the program was not. The topic of fieldwork disconnect between the college and the host schools was repeatedly observed as a challenge by the EPI students and identified as lack of support. All eight of the EPI study participants discussed lack of time and span of control issues in their interviews. Some implications that surfaced from this study included the desire for more one-on-one time, eliminating confusion in arranging field experiences, and assistance in learning to direct their own experiences. Other implications that emerged from this study included offering diversified instruction to college EPI students, such as different courses depending on the intended grade level, and building a working relationship with the host schools that would expedite the training of the EPI students. Finally, more in-depth knowledge, and hands-on practice in the field was a perceived need by all the EPI students which calls for alterations in the EPI program design and number of faculty to operate each EPI program.
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Goldhorn, Jeffery Lee. "The impact of an alternative certification program on teacher retention in selected Texas public school districts as reported by personnel in Education Service Center, Region 20, Texas." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2562.

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The purpose of this study was to determine the impact of an alternative certification program on the retention of teachers in Region 20, Texas, as reported by Education Service Center, Region 20, Texas. Demographic variables were used to determine association with retention rates. Additionally, the study provided qualitative data and information that assisted in explaining the retention rates of Teacher Orientation and Preparation Program (TOPP) participants. A mixed methods research, utilizing logistic regression and a survey interview instrument, was used to determine retention rates as well as variables that influence retention rates of TOPP participants. A total of 537 TOPP participants were analyzed. Additionally, a sub-sample of 10 participants was interviewed. The study provides an analysis of the following demographic variables: ethnicity, gender, current grade type (elementary ??PK-5, middle school ??6-8, and high school ??9-12), and current socioeconomic level (as determined by the percent of children who qualify for free and reduced lunch programs). Of the four demographic variables analyzed, none was found to have an association with retention rates. A number of other variables were found to have an impact on the retention of the teachers interviewed in the sub-sample. Those variables included personal commitment to the field of education or the kids, a mentor, team support, administrative support, and new teacher induction programs. The implications from the findings of this research study are numerous and can have an effect in areas such as teacher hiring practices, teacher retention practices, and teacher preparation programs. It is important to note that the researcher recommends that expert opinions be sought and further research be conducted on teacher retention and teacher preparation programs before any recommendations for change are made.
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Brown, Patrick L. "Investigating science teacher knowledge of learners and learning and sequence of science instruction in an alternative certification program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5601.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 22, 2009) Includes bibliographical references.
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Helton, Julie A. "A historical analysis of teacher preparation program content beginning with teacher normal colleges in 1839 through school district alternative certification programs in 2007." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002139.

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Oldham, Lucile Heald. "Program completers' perceptions of teacher preparedness in planning, instruction, and professionalism in Florida a comparison of district alternative programs, traditional programs, and educator preparatory institutes." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4998.

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In this research, data collected by the Florida Department of Education (FLDOE) for 2006-2007 and 2007-2008 program completers of the following three Florida teacher preparation programs were compared: the Initial Teacher Preparation Programs (ITP) of approved colleges and universities, District Alternative Certification Programs (DACP), the Educator Preparatory Institutes (EPI). A factor analysis was performed to identify factors perceived by program completers as important to their preparedness to teach. The factors that most closely supported completers' perceptions of Florida teacher preparation programs regarding successful preparation for the classroom were: Planning and Instruction; Assessment, Communication and Research; Professional Responsibility and Ethical Conduct; and Use of Technology. Differences perceived by program types indicated that completers of the traditional program, initial teacher preparation (ITP), were significantly more satisfied with their preparedness to face the challenges of the classroom than were completers of school district programs (DACP) and community college programs (EPI. Although the teachers in all groups believed that their preparation ranged between effective and highly effective, the scores of the ITP group reflected significantly higher mean scores and ratings closer to highly effective than the DACP and the EPI groups. Conclusions, implications for policy and practice, and recommendations for future research were offered.
ID: 029809307; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 122-129).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
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Brooks, Kanini Wanjira Ward. "Does an Online Post-baccalaureate Secondary Teacher Certification Program Produce Certified Teachers Who Remain in the Field?" Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804832/.

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Given issues in education concerning teacher shortages, the omnipresence of alternative certification programs and the growth of online programs in higher education, this study investigated teacher retention for 77 secondary education teachers who completed an online teacher preparation program in Texas. Teacher retention was examined from 2003-2013 and investigated the influence of factors such personal characteristics, working conditions and school setting characteristics on teacher retention. Data was collected electronically utilizing a survey instrument designed by two teacher education experts and I. A total of 21 variables and two open-ended questions were investigated using the survey instrument. Exploratory factor and hierarchical multiple regression analyses were conducted to identify a multi-factor model for teacher retention utilizing the participants' survey responses. These analyses yielded evidence of the program's effectiveness in preparing teachers for long careers. Specifically, the areas of program support, field experience, and classroom management were statistically significant factors that contributed positively to teacher retention. Additionally, variables outside the program, were examined. These factors included personal characteristics, working conditions, and school setting factors. The predictor model accounted for 56% of the variance; F (17, 54) = 3.015; p = < 0.001. In particular, working conditions contributed to 41% of the variance associated with the teacher retention model. A qualitative analysis of open-ended survey questions was used to further examine decisions to remain in teaching. Support of administration, colleagues, staff, and parents was shown to influence teacher retention.
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Kavanagh, Kara M. "A Dichotomy Examined: Beginning Teach for America Educators Navigate Culturally Relevant Teaching and a Scripted Literacy Program in their Urban Classrooms." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/12.

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In contrast to the diversity of students, the implementation of federal policies has created a push for standardization in pedagogy and curriculum that serve culturally and linguistically diverse students. Effects include narrowing of curriculum and pedagogy, proliferation of prescriptive literacy programs, increased high-stakes testing, and negative effects on teachers’ identity, autonomy, and desire to teach. Simultaneously, teaching prospective teachers how to construct culturally relevant curriculum and pedagogy is emphasized as a vital part of teacher preparation. However, research shows that even when teachers leave programs with preparation for culturally relevant teaching, initial jobs and local contexts shape and constrain teachers’ ideologies, agency, goals, and practice connected to teaching diverse students. In response to research, this study was designed to investigate how novice Teach For America teachers with an espoused culturally relevant pedagogy ideology implement a scripted literacy program in urban classrooms. A multiple case study design guided data collection and analysis. Data collection included interviews, observations, observation debriefs, visual representations, documents, and teaching artifacts. The data were analyzed using a constant comparative approach and Grounded Theory techniques. These teachers were constrained and influenced by several institutional and contextual factors, yet were able to negotiate their educational beliefs with the requirements of their mandated scripted literacy program to enact tenets of culturally relevant teaching. The findings suggest teacher preparation programs need to have a conceptual framework embedded in coursework and field experiences that empowers beginning teachers to negotiate the sociopolitical constraints of their school context to meet the needs of students.
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Cooley, Laurel A. "An Alternate Route to Urban Mathematics Teaching: The NYC Teaching Fellows Program." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79604.

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The NYC Teaching Fellows (NYCTF) program, as the nation’s largest alternative certification program, aims to provide high-needs NYC public schools with highly qualified teachers in such hard-to-staff areas as math, science, and special education. Reports of NYCTF teacher retention are mixed; The New Teacher Project (TNTP) claims high retention rates, but other research indicates that fellow recruits have lower retention rates than other teachers in similar NYC schools – only Teach for America (TFA) exhibits higher attrition (Boyd et al., 2006). After scrutinizing these contrary claims, this paper examines the retention of a recent cohort of approximately 300 Mathematics Teaching Fellows (MTFs) in the NYCTF program, examining MTF’s early attrition, movements from school to school in the NYC system, and professional plans for the future. We also include findings on teacher induction, school leadership, and school context that affect MTF retention.
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Books on the topic "Alternative certification program"

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United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Elementary, and Secondary Education. Education reforms: Discussing the value of alternative teacher certification programs : hearing before the Subcommittee on Early Childhood, Elementary and Secondary Education, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Twelfth Congress, second session, hearing held in Washington, DC, July 24, 2012. Washington: U.S. G.P.O., 2012.

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Educators, Association of Teacher, ed. Alternatives, yes--lower standards, no!: Minimum standards for alternative teacher certification programs. Reston, VA (1900 Association Drive, Suite ATE, Reston 22091): Association of Teacher Educators, 1989.

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Educators, Association of Teacher. Alternatives, Yes, Lower Standards, No.: Minimum Standards for Alternative Teacher Certification Programs. Association of Teacher Educators, 1989.

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Book chapters on the topic "Alternative certification program"

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Wagle, Tina. "Alternative and Authentic." In Handbook of Research on Teacher Education and Professional Development, 68–79. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch004.

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In this piece, the author describes an alternative teacher certification program to achieve two objectives. The first is to counter an argument that current programs in this category do not fit the criteria of alternative certification pathways that were established in the 1980s. The author will use this established framework (Walsh & Jacobs, 2007) to demonstrate that such programs still frame these criteria. The second objective is to refute the seemingly wide-spread negative perception that alternative teacher certification programs often carry due to the generalization of these types of programs. This will be accomplished by describing SUNY Empire State College's Master of Arts in Teaching Program and demonstrating that it meets the high standards expected from any teacher preparation program. It is the author's hope that stakeholders with an investment in education and in teacher preparation, in particular, will not make unfounded assumptions of alternative preparations and instead understand that there are high quality programs that support the profession of teaching.
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Wagle, Tina. "The Experience of Learning in an Alternative Certification Program." In Handbook of Research on Educator Preparation and Professional Learning, 84–98. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8583-1.ch006.

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This chapter describes an alternative teacher certification program to achieve two objectives. The first is to highlight the connection to experiential learning. This connection to experiential learning that underscores the strength of a program in which “work” is essential to gaining true knowledge. The second objective is to refute the negative perception that alternative teacher certification programs may carry due to the negative connotations associated with such programs. These objectives will be accomplished by describing the State University of New York (SUNY) Empire State College's Master of Arts in Teaching Program and demonstrating that it meets the high standards expected from any teacher preparation program. It is the author's hope that stakeholders with an investment in education and in teacher preparation, in particular, will not make unfounded assumptions about alternative preparations and instead understand that there are high quality alternative teacher certification programs that support the profession of teaching.
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Page, Larkin. "The Intersection of Disciplinary Literacy, Academic Engagement, and Teaching Diverse Students." In Advances in Early Childhood and K-12 Education, 265–84. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4215-9.ch013.

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The purpose of this study was to investigate the understandings of informational text of new, in-service, alternatively certified seeking educators, as they teach and engage their students. It is significant to grasp what these teachers knew about informational text, specifically the characteristics, structures, purpose, and types, as well as if these teachers were comfortable using informational text as a teaching resource and what reading comprehension strategies were used with informational text in their classrooms. This study offers implications for these teachers, alternative certification program improvement, and the instructors/professors teaching disciplinary literacy in alternative certification programs.
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Mink, Deborah V., Susan Ramp Ridout, Gloria J. Murray, Faye Marsha G. Camahalan, and Callie Petty. "Service-Learning in the Clinical Experience of Alternative Certification Teacher Candidates." In Research Anthology on Service Learning and Community Engagement Teaching Practices, 243–61. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3877-0.ch014.

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The purpose of this chapter is to describe a service-learning program in a public school setting for possible replication by other educators. Service-learning in teacher preparation continues to expand as a pedagogy to help future educators gain knowledge and strategies for working with diverse students. Using this model, teacher candidates address community needs and learn course content because service-learning is linked to the curriculum. Indeed, well-integrated service-learning is a powerful experience when it is designed as a partnership where both parties learn and grow. This chapter addresses how service-learning is integrated into the clinical experiences of an alternative teacher preparation program while meeting the social and academic needs of elementary school (K-5) students in a community with a large population of English language learners (ELLs).
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Mink, Deborah V., Susan Ramp Ridout, Gloria J. Murray, Faye Marsha G. Camahalan, and Callie Petty. "Service-Learning in the Clinical Experience of Alternative Certification Teacher Candidates." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 203–21. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch011.

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The purpose of this chapter is to describe a service-learning program in a public school setting for possible replication by other educators. Service-learning in teacher preparation continues to expand as a pedagogy to help future educators gain knowledge and strategies for working with diverse students. Using this model, teacher candidates address community needs and learn course content because service-learning is linked to the curriculum. Indeed, well-integrated service-learning is a powerful experience when it is designed as a partnership where both parties learn and grow. This chapter addresses how service-learning is integrated into the clinical experiences of an alternative teacher preparation program while meeting the social and academic needs of elementary school (K-5) students in a community with a large population of English language learners (ELLs).
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Pilcher, Janet, and Robin Largue. "Rethinking How We Design Programs." In Advances in Educational Technologies and Instructional Design, 165–77. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1928-8.ch010.

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The landscape of higher education continues to change causing us to re-think the way we offer programs. Redesigning programs by listening to students pushes us to make radical changes. This chapter shows how the authors changed the content and delivery model by constantly reviewing student input on how we offer an online, competency-based alternative teacher certification program. They created annual measures that define program success, reviewed lead metrics to gain insight on areas working and needing improvements, and made ongoing changes to design and offer the program after listening to students' needs and desires. The program changes included continuous daily enrollment, changes in the instructor model to support student progression, an advising model focused on supporting individual student success throughout the program, and enhanced mentor support for fieldwork. The goal is to offer credentialing programs in different ways that prioritize accessibility, affordability, and applied field-based opportunities.
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Bell Morgan, Amanda, and Sandra Talbert. "A New Genre of Educators." In Dispositional Development and Assessment in Teacher Preparation Programs, 209–23. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4089-6.ch011.

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Next-career professionals are a subcategory of alternative certification candidates that bring unique past professional experiences into the classroom. Though little is known currently about next-career professionals, scholarship does exist on alternative certification programs and the teachers who matriculate through them. This chapter engages the research to illustrate not only the key differences between traditionally and alternatively trained teachers, but also to highlight the important past-professional experiences next-career professionals bring with them to the classroom that help them connect student learning to the real world.
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Brockerhoff-Macdonald, Bettina, and Lorraine Mary Carter. "A Case Study in Micro-Learning and Alternate Credentials Before Their Time." In Innovations in the Design and Application of Alternative Digital Credentials, 1–29. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7697-7.ch001.

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In this chapter, the journey of how the Cardiac Care on the Web online program came to be will be described, along with how the guiding principles framing the program development and delivery, as applied more than 20 years ago, still hold relevance today. Furthermore, how the program's micro-credential status has been sustained and has paved the way for micro-certifications at Laurentian University today will be discussed. Finally, this case study offers the authors the chance to review past and present literature and to reflect on next steps for Cardiac Care on the Web given the present emergence of micro-credentials in digital format.
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"Teach For/Future China and the politics of alternative teacher certification programs in China." In The Strong State and Curriculum Reform, 145–61. New York, NY : Routledge, 2016. | Series: Routledge: Routledge, 2016. http://dx.doi.org/10.4324/9781315740164-16.

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Muijs,, Daniel, Chris Chapman, and Paul Armstrong. "Acculturation or innovation? The pedagogical practices of teachers on an ambitious, alternative certification programme." In Learning Teaching from Experience, 21–46. Bloomsbury Publishing Plc, 2014. http://dx.doi.org/10.5040/9781472593313.ch-002.

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Conference papers on the topic "Alternative certification program"

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Lightner, Lindsay. "Investigating Prior Learning Assessments in an Alternative Route Teacher Certification Program." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1684209.

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Lucko, Melinda. "The Reading Self-Efficacy of Teacher Candidates Participating in an Online Bilingual Alternative Teaching Certification Program." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585311.

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Heyne, Joshua S., Meredith B. Colket, Mohan Gupta, Aniel Jardines, Jeffrey P. Moder, James T. Edwards, Melvyn Roquemore, Chiping Li, and Mark Rumizen. "Year 2 of the National Jet Fuels Combustion Program: Towards a Streamlined Alternative Jet Fuels Certification Process." In 55th AIAA Aerospace Sciences Meeting. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2017. http://dx.doi.org/10.2514/6.2017-0145.

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Lin, Hsiu-Lin. "Calibration Capability Analysis for Digital Pressure Gauge through Measurement Audits: The Alternative to Proficiency Testing." In NCSL International Workshop & Symposium. NCSL International, 2017. http://dx.doi.org/10.51843/wsproceedings.2017.39.

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Under ISO/IEC 17025, the laboratories are generally required to participate in interlaboratory comparisons or proficiency testing to maintain their high competence and assure the quality of results for establishing the effectiveness and comparability of calibrations. Participation in proficiency testing to assure the good performance and capabilities is the basic requirement for laboratories in Taiwan to apply for accreditation certification or seek an extension of the certification issued by Taiwan Accreditation Foundation (TAF), the main accreditation body in Taiwan. When the proficiency testing is not available, the calibration laboratories in Taiwan shall participate in the measurement audits under the requirement of TAF. The Center for Measurement Standards of Industrial Technology Research Institute (CMS/ITRI) not only organize the proficiency testing programs regularly but also provide the measurement audits to meet the needs of the calibration laboratories that apply for the new accreditation items. In the last two years, the tests of energy efficiency of compressed air systems were required by law, digital pressure gauge calibration services are urgently demanded in industry. In order to expand their measurement scopes to include the digital pressure gauge calibration, 11 laboratories applied for measurement audits with the CMS/ITRI since there was no proficiency testing program for digital pressure gauge calibration. In these audits, the National Measurement Laboratory (NML) provided the reference values for the digital pressure gauges. In this paper, the results of interlaboratory comparisons for 11 laboratories were analyzed based on the outcomes of the measurement audits. Through the statistical analysis, the comparison results showed reasonable agreements in general among the measurements on digital pressure gauge calibration for most of calibration laboratories. It can also be found in this analysis that the measurement audits can be used in confirming the competence of the laboratories and provide solid proof for accreditation purpose.
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Corber, Andrew, Nader Rizk, and Wajid Ali Chishty. "Experimental and Analytical Characterization of Alternative Aviation Fuel Sprays Under Realistic Operating Conditions." In ASME Turbo Expo 2018: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/gt2018-75574.

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The National Jet Fuel Combustion Program (NJFCP) is an initiative, currently being led by the Office of Environment & Energy at the FAA, to streamline the ASTM jet fuels certification process for alternative aviation fuels. In order to accomplish this objective, the program has identified specific applied research tasks in several areas. The National Research Council of Canada (NRC) is contributing to the NJFCP in the areas of sprays and atomization and high altitude engine performance. This paper describes work pertaining to atomization tests using a reference injection system. The work involves characterization of the injection nozzle, comparison of sprays and atomization quality of various conventional and alternative fuels, as well as use of the experimental data to validate spray correlations. The paper also briefly explores the application viability of a new spray diagnostic system that has potential to reduce test time in characterizing sprays. Measurements were made from ambient up to 10 bar pressures in NRC’s High Pressure Spray Facility using optical diagnostics including laser diffraction, phase Doppler anemometry (PDA), LIF/Mie Imaging and laser sheet imaging to assess differences in the atomization characteristics of the test fuels. A total of nine test fluids including six NJFCP fuels and three calibration fluids were used. The experimental data was then used to validate semi-empirical models, developed through years of experience by engine OEMs and modified under NJFCP, for predicting droplet size and distribution. The work offers effective tools for developing advanced fuel injectors, and generating data that can be used to significantly enhance multi-dimensional combustor simulation capabilities.
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Liu, Yung, Jay Liaw, Zhian Li, and James Shuler. "Certification of DOT 7A Type A Packaging in Type AF Configurations." In ASME 2007 Pressure Vessels and Piping Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/pvp2007-26289.

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Based on the U.S. Department of Transportation (DOT) regulations in 49 CFR 173.7(d), the U.S. Department of Energy (DOE) Order 460.1B (DOE 2003) codifies the authority of certification of Type-B and fissile material transportation packaging to the Office of Environmental Management (EM), except for materials of interest to national security, naval propulsion systems, and civilian radioactive waste management. DOE Order 460.1B also stipulates that the EM certification of Type B and fissile materials transportation packaging shall be in accordance with the U.S. Nuclear Regulatory Commission (NRC) safety standards in 10 CFR Part 71. The Packaging Certification Program (PCP) of the Office of Safety Management and Operations (EM-60) is supported by technical review teams at Argonne National Laboratory and Lawrence Livermore National Laboratory. In recent years EM-60 has received requests for certification of fissile material packages for the shipment of low-enrichment uranium oxides in DOT 7A Type A drums in Type AF configurations. One request originally sought for DOT exemption (i.e., special permit) per 49 CFR 107, Subpart B that underwent reviews by DOE, NRC, and DOT. DOT eventually advised DOE that the packaging should be certified as a DOT 7A Type A drums in a Type AF configuration. Historically EM-60 has also issued Certificate of Compliances (CoC) for low-enrichment fissile uranium metals in wooden boxes as Type B packages for shipment, even though the wooden boxes do not meet the structural and thermal requirements in 10 CFR 71 under hypothetical accident conditions. There are also provisions in 10 CFR 71.15 for exemption from classification as fissile material, and in 10 CFR 71.22 General license: Fissile material that specifically references the DOT requirements in 49 CFR 173.417(a) for Type A package. The myriad of NRC and DOT regulations applicable to fissile materials and Type A packages availed alternative approaches in the requests for packaging certification; however, in all cases the primary concern for fissile material packages is the assurance of criticality safety in the shipment under both normal conditions of transport and hypothetical accidents. This paper will present a case in the certification of DOT 7A Type A packaging in Type AF configurations, drawing highlights from a recent certification review of packagings for shipment of low-enrichment uranium oxides in Type A drums. Various regulatory requirements are also discussed.
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Suzuki, Tetsuya, Arata Nishimura, and Hideo Nakajima. "JSME Construction Standard for Superconducting Magnet of Fusion Facility ”Quality Assurance”." In ASME 2009 Pressure Vessels and Piping Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/pvp2009-77337.

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This standard was developed to be applied the superconducting magnet structure of ITER, Tokamak type fusion facility. The standard for the conformity assessment and quality assurance was decided as a subsection of the standard, to ensure the quality of the superconducting magnet structure for fusion energy. Conformity assessment is indispensable as well as quality assurance for the products to perform their function satisfactorily. Most of Japanese voluntary consensus standards in nuclear field limited their contents to technical requirements only, so conformity assessment has been performed by regulatory authority. Ensuring conformance to the standard is necessary to satisfy Japanese responsibility for in-kind contribution to ITER. For this purpose, fundamental requirements for conformity assessment were defined. Role and responsibility of Owner, Manufacturer, Installer, Qualified Inspector, Standard-Expert Engineer were defined. The requirements of certification for Design Specification, Design Report, Fabrication Specification, Installation Specification, Data Report were defined as well. In conformity assessment, realistic Qualified Inspection and Design Certification were pursued, considering the legislation, infrastructure and prospective user of standard in Japan. These procedures of certification and qualified inspection specific to national system were separated from main body as appendix for international user to adopt their own alternative system. The quality assurance requirements consists of 18 articles, such as organization, quality assurance program, design control, document control etc. were used. Each article was designed to constitute simplified performance based requirement. In addition, guidance was given in non-mandatory appendix for the users to apply performance-based requirements effectively.
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Flippen, A. A., R. J. Navarro, A. M. Larsen, and M. Stamatelatos. "The Application of Probabilistic Risk Assessment to Habitable Payloads: Utilization of Risk-Based and Traditional Rule-Based Methodologies: A “First” for NASA." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-32445.

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The safety of the public, the astronaut crew, Agency assets, other payloads, and the environment are NASA’s priorities when assessing the adequacy of space flight designs. While Probabilistic Risk Assessment (PRA) has been successfully applied to Space Shuttle and Space Station vehicle risk decision-making, the mandated use of a non-probabilistic rule-based approach is unique to the safety certification of NASA’s habitable payloads. A 1997 survey of historical safety policies with NASA’s Payload Safety Review Panel (PSRP) revealed that the non-probabilistic approach for habitable payloads was not arbitrary but founded on informed risk decisions from 20 years ago by then NASA Headquarters policy makers. Based on a sound payload safety track record, there has been no compelling reason, until recently, to consider expanding from the present NSTS 1700.7B rule-based approach to include risk-based PRA as a viable alternative. However, with the Agency’s increased focus on structured risk management, the establishment of a Risk Assessment Program at NASA Headquarters, and refined PRA guidelines and techniques, PRA is now formally recognized as an essential method for evaluating complex and high risk systems. The PSRP recognizes a growing need and an opportunity for evaluating the efficacy of risk-based PRA methods for application to increasingly complex next generation payload technologies. Therefore, it is timely to revisit the potential application of PRA to habitable payloads. This paper discusses PRA as a risk-based method that, when properly implemented, will result in equivalent or improed safety compared with the rule-based failure tolerance requirements for achieving the Agency’s “Safety First” core value. The benefits and cautions associated with infusing PRA methodology into the PSRP safety certification process are also discussed, as well as a proposed deployment strategy of how PRA might be prudently tailored and applied to habitable payloads. The use of PRA for assessing payload reliability is unrestricted at NASA but this is beyond the scope of the present discussion of payload safety applications.
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Schauer, Raymond H., and Leah K. Richter. "Breaking Ground for a New 3,000 Ton Per Day Waste to Energy Facility." In 20th Annual North American Waste-to-Energy Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/nawtec20-7040.

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Created in 1978, the Solid Waste Authority of Palm Beach County (Authority) has developed an “award winning” solid waste management system that includes the following facilities to service the residents and businesses in Palm Beach County, Florida: • North County Resource Recovery Facility (NCRRF); • Residential and Commercial Recovered Materials Processing Facility; • Six Transfer Stations; • Class I Landfill; • Class III Landfill; • Biosolids Processing Facility; • Ferrous Processing Facility; • Woody Waste Recycling Facility; • Composting Facility; and • Two Household Hazardous Waste Facilities. The Authority has proactively planned and implemented an integrated program to provide for the long term, reliable, economically sound and environmentally sustainable management of solid waste in Palm Beach County. The County’s anticipated growth necessitated that the Authority evaluate several options for long-term processing and disposal capacity. This resulted in a decision to expand its WTE capacity with a new mass burn facility, the first facility of its kind to be constructed in the US in almost two decades, reaffirming its commitment to waste-to-energy. The planned 3,000 TPD facility will provide the Authority with a total disposal capacity of 5,000 TPD generating approximately 150MW of renewable energy. The decision to proceed with the expansion was approved by the Authority’s Board in October 2008. The Authority, with its Consulting Engineer, Malcolm Pirnie/ARCADIS, has since made significant progress in the implementation of this landmark project including the completion of the preliminary design, securing environmental permits, procuring a full service vendor, issuance of nearly $600 million revenue bonds for signing an electrical sales contract, and ongoing extensive public outreach efforts. This presentation will focus on the ongoing development of the new mass burn facility and an update of the status of activities conducted to date such as: • Environmental Permitting – Issuance of the PPSA Conditions of Certification and submittal of the Post Certification/Pre Construction requirements; • Vendor Procurement – Iterative procurement process designed to obtain vendor input through final selection and contract award of a full service vendor (Design, Build and Operate); • Preliminary Design – Innovative design features such as the utilization of SCR technology for control of NOx emission and incorporation of rainwater harvesting and water reuse; • Public Outreach – the Authority’s efforts to keep the public informed through mass mailings, community meetings, television commercials and educational materials for all audiences; and • Financing – Approach designed to preserve alternative minimum tax benefits.
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Fuehne, Joseph P. "A Detailed Metrology Training Plan Including Competency-Based Credentialing." In NCSL International Workshop & Symposium. NCSL International, 2018. http://dx.doi.org/10.51843/wsproceedings.2018.07.

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The Purdue Polytechnic Institute is one of ten colleges on the campus of Purdue University in West Lafayette, Indiana. Also included in the Institute is an outreach effort that includes ten locations spread throughout the state of Indiana to engage local communities and industries and to provide an alternative to the main campus for traditional and non-traditional students in those geographic areas. One of those areas is Columbus, Indiana, about an hour south of Indianapolis, and this paper relates experiences from that location. The Purdue Polytechnic Institute in Columbus, working together with corporate partner Cummins Inc., has developed a metrology training program that includes competency-based credentialing based on hands-on activities rather than a written test. This work includes specific details of the training program with activities required for competency-based credentialing. Many training programs include only a lecture/discussion format that usually include some written examination to demonstrate competency. In this plan, the Purdue Polytechnic Institute in Columbus utilizes metrology tools with targeted measurement artifacts, which may be 3-D printed, to facilitate learning and provide opportunities to demonstrate competency, leading to badges awarded by Purdue Polytechnic Institute for satisfactory performance. Criteria for earning the badges is also presented as well as tiered, layered approach to earning multiple badges. These metrology topics include dimensional metrology, surface finish metrology, and pressure metrology. Dimensional metrology is further layered for specific competencies involving different tools. Ultimately, this plan and effort will culminate in industry-accepted certifications based on earned badges and demonstrated competencies that are recognized throughout the manufacturing and measurement industries.
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