Dissertations / Theses on the topic 'Alternative certification program'
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1
Park, Sherry. "Stakeholders' Perception of Alternative Certification Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/893.
Full textAbstract:
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.
3
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.
4
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.
5
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.
6
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.
11
Khaloui, Judy M. "The status of alternative teacher certification and a descriptive analysis of alternative certification programs and participants." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39765.
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The purpose of this study was to report the status of alternative teacher certification in each of the 50 states and the District of Columbia and to provide a descriptive analysis of alternative certification programs and participants.
Descriptive survey research was used in this study. state Offices of Teacher Education and Certification in each of the 50 states and the District of Columbia were contacted and surveyed to obtain the data.
It was determined that 30 states had enacted alternative certification provisions and were implementing alternative certification programs. Eleven additional states and the District of Columbia were found to be considering or having proposed provisions for alternative certification. The majority of alternative certification programs in operation were established during the 1980s, and over 50% of the states implementing alternative certification programs cited a shortage of teachers as a rationale for the programs' establishment.
An analysis of the characteristics of alternative certification programs revealed that all programs required a bachelor's degree for admission into the program. Formal instruction often required some type of prescribed coursework, and field experience in the majority of programs allowed participants to assume full time teaching responsibilities prior to completing the program. The length of alternative certification programs ranged from 1 to 5 years.
Data on alternative certification program participants were limited. From the demographic data obtained, it was determined that most participants were Caucasian and were female. Based upon data received from ten states, it was further determined that 3,249 participants had achieved regular certification after completing an alternative certification program.
The provider of an alternative certification program was identified as either a local school district, an institution of higher education, a state education agency, or a collaboration of these entities. No differences were found in the programs' characteristics or the gender and the ethnicity of the participants, based on the provider.Ed. D.
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Etheredge, David K. "Alternative Certification Teaching Programs in Texas: A Historical Analysis." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799511/.
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Before 1984, nearly 975 of teachers entered the teaching profession after graduating from a traditional university-based program. However, beginning in the mid-1980s, alternative routes leading to teacher certification began to emerge in the United States. As of 2010, nearly one-third of all new teachers graduated from an alternative preparation program. As alternative certification (AC) routes approach 30 years since establishment, programs continue to evolve and increase in enrollment. This study focused on the changes that have come about in the maturation of alternative certification programs in Texas since legislation was passed in 1985. The purpose of the study was to delineate the evolution of AC programs using a historical approach, the study used both primary and secondary resources as research tools and employed the use of eight interviews and the literature review for the collection of data. The prediction of future teacher shortages, the need for diversity in the profession the political view to privatize education, and economic recessions were all motivating factors for establishing alternative teacher programs. In the beginning, graduation from AC programs were perceived as not authentic teachers and not as prepared for teaching as graduates from traditional programs. AC programs have become a legitimate and viable option for educator preparation programs as they offer greater flexibility, staff/instructor diversity, and multiple approaches to instruction. This data suggests that AC programs in Texas have emerged as a real and sustainable option to traditional certification programs leading to certification and licensure.
13
Torres, Nelson. "ALTERNATIVE TEACHER CERTIFICATION:AN INVESTIGATION TO DETERMINE THE EFFECTIVENESS OF ALTERNATIVE TEACHER CERTIFICATION IN THE ST." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2486.
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ABSTRACT Alternative Certification Programs (ACPs) have been established in 47 states across the country, including Florida, to help alleviate the teacher shortage many public school districts have been experiencing during the last two decades. This teacher shortage has been reported to be more prevalent in areas where fully qualified and committed teachers are most needed. Current literature has identified areas such as inner-city schools, at-risk and minority students, bilingual education, math and physical sciences, and the special education field as the educational areas where the shortage is most significant. Faced with this dilemma, states have instituted ACPs as unconventional ways to attract and recruit potential teacher candidates from professional fields outside the profession of education and assist them in becoming fully certified and highly qualified teachers. The objective of any ACP is to provide an alternate way for an interested professional to become a teacher without going back to a college or university. Therefore, any ACP functions as a supplement to traditional college education programs in preparing prospective teacher candidates. The focus of this study is the Alternative Certification Programs established by the public school districts in the state of Florida as required by state statutes. It was designed to assess the effectiveness of such programs based on the perspectives, attitudes, and perceptions that selected public school principals have on these programs and on alternatively certified teachers. These principals were identified and selected by their respective school districts. A questionnaire, created in part by the researcher, was used to identify the perspectives, attitudes, and perceptions public school principals have on ACPs and alternatively certified teachers. Data on the different ACPs were collected directly from the different public school districts and from Internet Web sites established by the districts. The researcher contacted 67 Florida public school districts requesting information on their respective ACPs and asked them to select and identify three school principals who had experience with alternatively certified teachers to participate in a survey concerning their attitudes, perceptions, and perspectives about alternatively certified teachers and the alternative certification programs. The researcher asked that the three principals be selected one each from the grade levels of elementary, middle, and high school. Findings indicated that the alternative certification programs throughout the State of Florida are producing highly qualified teachers whose overall performance has been rated as equal to or better than that of newly hired traditionally certified teacher. These findings are based on the responses provided by the principals who completed and returned the 20-item questionnaire and on other existing literature and data on the state's alternative certification program. The overall impression from the principals' responses is that they are satisfied with the quality work and performance of their alternatively certified teachers.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Solari-Vaccarezza, Sarah K. "Critical components of effective programs that offer alternative routes to certification." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2499.
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Qualitative research conducted in athletic training in the last two decades has increased but still lacks depth and breadth in pedagogy and education. This is especially evident in the multifaceted clinical education environment where diverse and alternat
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Heinen, Ethan Bradley. "The interpretation and implementation of policies affecting alternative certification programs /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144422.
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Mitchell, Marianne. "Closing the Gap: The Effects of Alternative Certification Programs on Intern Self-Efficacy." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/268.
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The shortage of teachers necessitates systems of certification that quickly provide teachers for the field, especially in hard to staff schools. Alternative certification programs have attempted to address the need by enlisting non-certified college graduates and offering these individuals shortcuts to certification, special assistance, or opportunities to study that prepare them for eligibility to obtain their teaching credential. (Darling-Hammond, 2000). These types of programs bring consequences with the benefits. This mixed methods study examined the effect of alternative certification programs on teacher self-efficacy. The Teacher Sense of Efficacy Scale (Tschannen- Moran & Woolfolk Hoy, 2001) was administered to interns prior to entering the field and after four months in the field. The results demonstrated a significant drop in teacher self- efficacy from pre- to post-test. In addition, semi-structured interviews identified factors that contributed to the drop in teacher self-efficacy. Implications for teacher education programs are discussed.
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Veale, Martha. "Certification programs and their relationship to teacher preparedness and student academic achievement." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2007. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Thompson, Tierney M. "Candidates' Perception of Training and Self-Efficacy in Traditional and Alternative Teacher Preparation Programs." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4173/.
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This research was encouraged by the tremendous demand for teachers. Two million new teachers will be needed in the United States over the next decade. The teacher shortage has school administration, school boards, education agencies, and institutions of higher education investigating how to train and retain more teachers. Alternative certification programs have been developed to address the teacher shortage. This study examined the effectiveness of traditionally and alternatively certified teachers in two separate programs with regard to their self-efficacy, perception of their training, and their ExCET scores. Traditional candidates (10) and alternative candidates (74) were examined using survey research. According to this data on self-efficacy, perception of training, and ExCET passing rates, there is no significant difference between those teachers who receive traditional training and those who are trained in alternative certification programs.
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Küeng, Christian Roulland. "California district-sponsored multiple subject teaching internship programs making the grade in alternative certification /." La Verne, Calif. : University of La Verne, 2002. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3073178.
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Warmack, Michael. "The effectiveness of teacher certification programs as measured by student achievement and teacher attrition." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Torok, Joseph J. "Social Implications of Fair Trade Coffee in Chiapas, Mexico: Toward Alternative Economic Integration." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002888.
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Harris, Steven A. "Attrition Rates of Teachers Trained in Alternative Teacher Certification Programs, Those Trained in the Centers for the Professional Development of Teachers, and Those Trained in Traditional University Programs." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3089/.
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This study uses teacher employment data provided by the State Board for Educator Certification to examine the similarities and differences between initial employment and attrition rates of teachers trained in three prevalent types of Texas teacher preparation programs; alternative certification programs (ACP), the centers for professional development of teachers (CPDT), and traditional certification programs (TCP). The population for the study includes all Texas teachers who completed training in these programs in 1995, 1996, and 1997. The study found that ACP participants gain employment as Texas public school teachers at a significantly higher rate than their CPDT and TCP trained peers in year-one after completion of their training. However, ACP completers experience higher attrition rates in each of the subsequent years investigated. The study concludes that the overall cumulative attrition rate of new teachers trained in these programs is not as pronounced as originally presumed, but that low production levels cannot keep up with the growing demand for new teachers. Teacher preparation program leaders must seek ways to recruit and train more teachers.
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Parks, Kimberly L. "The Perceptions of Elementary School Principals and Teachers Regarding Retaining Teachers in a Large Urban School System." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/65.
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This qualitative study examined principals’ and teachers’ perceptions regarding retaining teachers in a large urban school system. This study was based on the premise that once teachers are recruited into an urban school, genuine support (conceptual and instructional) is needed for them to be retained in that type of setting. Retaining highly qualified teachers in urban schools is integral for student achievement and can relieve the financial strain for school districts. Studies have found that when teachers reach their fifth year of teaching, many leave the profession for various reasons, and most never return.
To ensure the validity of the study, the triangulation method was deemed most appropriate and the instruments used to gather the data were; questionnaires and focus groups. The study was conducted in one of the largest urban school districts in the metropolitan Atlanta area. Three elementary Title I schools with relatively low (CCPRI) scores per Georgia’s Department of Education and similar demographics were selected to participate. The study required that all participants have more than two years of experience in an urban school. Collectively, 3 principals and 82 teachers responded to the questionnaires and 18 teachers participated in the focus groups.
Based on the findings, teachers leave the large urban school system because of the lack of quality instruction feedback, teacher support, and teacher classroom management in their schools. It was found that it is difficult to retain teachers of a demographic (age and gender per the study). Data collection also revealed that intensive induction/ mentoring programs provided throughout the school year should be offered by the district. The conclusions drawn from the findings suggest that principals and teachers have contrasting perceptions of why teachers leave their schools. Principals felt that they were working to build capacity in their schools to improve professional relationships with the staff, to increase cultural awareness, provide meaningful and authentic teacher quality instructional feedback, and effective teacher support. Teachers felt the need to have additional necessary resources (mentors from the district and funding for targeted professional development) to retain them in urban schools.
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Horton, Tonya. "An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849719/.
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This study explored the competency frameworks of nontraditional principal preparation programs to determine how they aligned to research-based best practices for school leaders. The research questions that guided this work were: To what degree are the McREL 21 Leadership Responsibilities addressed in the competency frameworks of nontraditional principal preparation programs? How do the leaders of the nontraditional principal preparation programs view the degree to which their competencies include the McREL 21 Leadership Responsibilities?
A multi-case study analysis was conducted that compared the competency frameworks of four nontraditional principal preparation programs. The Knowledge is Power Program (KIPP), New Leaders, New York City Leadership Academy (NYCLA), and Teaching Trust were the nontraditional programs selected for this study. Leaders from the four organizations were interviewed.
The findings from the research illustrated that a majority of the McREL 21 Leadership Responsibilities were included in the competency frameworks of nontraditional principal preparation programs. The study revealed that four of the McREL 21 were not included in any of the competency frameworks. Another finding was the lack of focus on talent management and personal dispositions in the McREL 21 Leadership Responsibilities.
Nontraditional principal preparation programs are a growing avenue for principal preparation, as such their use of research on principal success was promising.
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Turner, Marcée M. "Multicultural teacher attitudes and cultural sensitiv[i]ty an initial exploration of the experiences of individuals in a unique alternative teacher certification program /." 2007. http://etd.nd.edu/ETD-db/theses/available/etd-12032007-092119/.
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"Using Cogenerative Dialogues to Open Conversations of Rigor in Teacher Preparation Programs." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.14989.
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abstract: The purpose of this action research study was to examine the impact of cogenerative dialogues on instructor and student perceptions of rigor in a master's and certification program for alternatively certified teachers. Additionally, the study was designed to determine if these open dialogues would impact instructional decisions of college instructors in the program. The investigator used a mixed methods research model that included surveys, interviews, and video of the dialogues to measure the impact. The results of the study indicated that both sets of participants remained consistent in their identification and definition of the term rigor. The cogenerative dialogues did have an impact on instructor understanding of student definitions of rigor. Instructors began to change some instructional decisions as a result of the dialogues in small groups.Dissertation/Thesis
Ed.D. Educational Leadership and Policy Studies 2012
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Ham, Edward. "Beginning mathematics teachers from alternative certification programs : their success in the classroom and how they achieved it." Thesis, 2011. https://doi.org/10.7916/D83B6622.
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This dissertation focuses on beginning mathematics teachers from alternative certification programs and their perceptions of what is required to be successful. A mixed - methods research study was completed with several goals in mind: (1) identifying how beginning mathematics teachers define success in the classroom during their earliest years, (2) identifying what important factors, attributes, or experiences helped them achieve this success, and (3) determining where these beginning mathematics teachers learned the necessary attributes, or experiences to become successful in the classroom. A sample of beginning mathematics teachers (n = 28) was selected from an alternative certification program in California for a quantitative survey. A subsample of teachers (n = 7) was then selected to participate further in a qualitative semi-structured interview. The results of the study revealed that beginning teachers defined success in their beginning years by their classroom learning environment, creating and implementing engaging lessons, and a belief in their own ability to grow professionally as educators. Mathematics content knowledge, classroom management, collaboration with colleagues and coaches, reflection, a belief in one's ability to grow professionally as a teacher, a belief in the ability to have a positive impact on students, personality, and previous leadership experiences were several of the factors, attributes, or experiences identified as most important by the participating teachers. The participating teachers also felt that before and after, but not during, their teacher preparation program were the stages of teacher development that best instilled the necessary factors, attributes, or experiences to become successful in a mathematics classroom.