Journal articles: '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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Atabek, Oguzhan. "Alternative certification candidates’ attitudes towards using technology in education and use of social networking services: A comparison of sports sciences and foreign language graduates." World Journal on Educational Technology: Current Issues 12, no. 1 (January 31, 2020): 1–12. http://dx.doi.org/10.18844/wjet.v12i1.4433.

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The purpose of the research was to investigate the relationships between alternative certification candidates’ attitudes towards using technology in education and their use of social networking services (SNSs). Participants were 156 pre-service teachers enrolled in the alternative certification program at a public university in Turkey (N = 156). The research was designed as a correlational study. Data were collected by Attitude towards Using Technology in Education Scale in addition to demographics form including questions about SNS usage. Data were analysed by Mann–Whitney U test and Spearman’s rank-order correlation coefficient. Alternative certification candidates had strong attitudes towards improving themselves in using technology in education. However, their attitudes towards using educational technology in instructional processes and classroom management were weaker. Alternative certification candidates were observed to be close to low-risk class of problematic social media use indicating negative emotional states. The results indicated that instructional programs that participants engaged in during their undergraduate studies seem to have an influence on developing familiarity with and competence in technology. Keywords: Alternative certification, attitude, social networking service, teacher training, technology integration.

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Condon, Marilyn, Sara Zimmerman, and Allan Beane. "Personnel Preparation in Special Education: A Synthesis of Distance Education and On-Campus Instruction." Rural Special Education Quarterly 9, no. 4 (March 1989): 16–20. http://dx.doi.org/10.1177/875687058900900404.

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An alternative special education certification program incorporating traditional instructional approaches with distance learning was created to address the needs of personnel shortages in rural areas of west Kentucky. Participant selection, instructional methods, and the rationale behind this program are described. Advantages and disadvantages of achieving the goal of providing quality alternative programs in the preparation of special education personnel are discussed.

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Shannon, Isabelle L. "ASEP - An Alternative Certification Program for Career Switchers that Works." Action in Teacher Education 12, no. 2 (July 1990): 38–42. http://dx.doi.org/10.1080/01626620.1990.10462747.

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Calnan, Thomas W. "Maitre D' Apprenticeship Program." Hospitality Education and Research Journal 12, no. 2 (February 1988): 472. http://dx.doi.org/10.1177/109634808801200249.

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The hospitality industry has historically trained its own employees at the entry and supervisory level. Today, because of the growth of the hospitality industry, even with the proliferation of hospitality education programs, more non-hospitality trained personnel are entering the industry than ever before. The maitre d' apprenticeship program is designed to complement the in-house training programs of hotels and restaurants with a college curriculum leading to an associate degree and national certification in food service management. The maitre d' apprenticeship program is designed as a model for community and junior colleges to provide an alternative to fulltime college programs to meet the needs of front-of-the-house food service employees who wish to develop their basic skills and supervisory talents. The model of the maitre d' apprenticeship curriculum details the course content needed to meet the certification requirements of the International Food Service Executives Association (IFSEA).

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Dye, Christopher K. "Descriptive Profile and Survey of Alternatively Certified Texas Music Educators." Journal of Music Teacher Education 27, no. 3 (September 14, 2017): 24–37. http://dx.doi.org/10.1177/1057083717731769.

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The purpose of the study was to examine the features of Texas’s Alternative Route to Certification (ARC) programs in music education, the demographics and prior experiences of program completers, and the employment of ARC completers in K–12 public schools. Data were collected from the State Board of Educator Certification about demographics and employment information for all individuals who completed ARC programs in music education between 2002 and 2012 ( N = 1,200), and individuals from that population were surveyed concerning their experiences ( n = 214). Survey respondents completed programs that varied widely in duration, features, instructional modalities, and providing institutions. Music educator gender and ethnicity were significantly associated with the route used to pursue alternative certification. Relative to the distribution of music teaching positions across the state, ARC completers were disproportionately employed in large urban districts, charter school districts, and in districts with large proportions of economically disadvantaged students.

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Sauda, Siti, Nia Oktaviani, and Muhammad Bunyamin. "Implementasi Metode Scrum Dalam Pengembangan Test Engine Try Out Sertifikasi." JISKA (Jurnal Informatika Sunan Kalijaga) 3, no. 3 (August 30, 2019): 70. http://dx.doi.org/10.14421/jiska.2019.33-07.

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Bina Darma University is one of higher education under the auspices of the Region II Higher Education Service Institute committed to producing graduates who have competence. One tangible form that can see from the activities carried out through the Faculty of Computer Science is the capacity-building and capabilities of prospective graduates through the certification program. Available certifications are competency certifications from world-renowned vendors that have licenses to issue certifications. But the problem that occurs is the failure caused by the unfamiliarity of participants in seeing the types of issues to be faced. Even though if it is seen to take a vendor certification exam, it will cost a lot of money and time is not small. For that reason, in this research, an alternative solution was made, namely by making a test engine try out certification. In the process of developing a test engine, the Scrum method is used, which focuses on speed in development. the results of the event show that the test engine produced can function properly and can be used as a try out the tool before conducting a certification exam.Universitas Bina Darma merupakan salah satu penyelenggara pendidikan tinggi di bawah naungan Lembaga Layanan Pendidikan Tinggi Wilayah II berkomitmen untuk menghasilkan lulusan yang memiliki kompetensi. Salah satu wujud nyata yaitu dapat dilihat dari kegiatan yang dilakukan melalui Fakultas Ilmu Komputer yaitu kegiatan peningkatan kapasitas dan kapabilitas calon lulusan melalui program sertifikasi. Sertifikasi yang tersedia merupakan sertifikasi kompetensi dari vendor ternama dunia yang memiliki lisensi untuk mengeluarkan sertifikasi. Namun permasalah yang terjadi yaitu kegagalan yang disebabkan kurang terbiasanya peserta dalam melihat jenis soal-soal yang akan dihadapi. Padahal jika dilihat untuk mengikuti ujian sertifikasi vendor membutuhkan biaya yang mahal serta waktu yang tidak sedikit. Untuk itu didalam peneltian ini dilakukan upaya alternative solusi yaitu dengan dibuat test engine try out sertifikasi. Dalam proses pengembangan test engine digunakan metode Scrum yang berfokus pada kecepatan dalam pengembangan. hasil pengembangan menunjukkan bahwa test engine yang dihasilkan dapat berfungsi dengan baik serta dapat dijadikan sebagai alat try out sebelum dilakukannya ujian sertifikasi.

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Chin, Elaine, and John W. Young. "A Person-Oriented Approach to Characterizing Beginning Teachers in Alternative Certification Programs." Educational Researcher 36, no. 2 (March 2007): 74–83. http://dx.doi.org/10.3102/0013189x07299192.

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In this article, the authors argue for the use of ecological models of development in studies of teachers prepared through alternative certification (AC) programs. Previous studies of candidates in AC programs have focused on variables that describe their demographic characteristics. An ecological approach focuses on persons and situates their desires and attitudes toward teaching as shaped by their particular life circumstances and personal histories. This approach was applied to a large-scale study of individuals enrolled in California’s teacher internship program. The results are the development of six typological profiles that capture some of the complexities behind why individuals choose to enter teaching through AC routes.

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Juvera-Benítez, Sandra Gabriela. "Paraísos indígenas: un análisis a la política pública de su nombramiento y funcionamiento." RA RIÓ GUENDARUYUBI 2, no. 5 (January 14, 2019): 42–48. http://dx.doi.org/10.53331/rar.v2i5.4313.

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The evolution of public programs for the development of tourism in communities shows the ways in which the tourist offer in Mexico has expanded. Through agencies, the federal government promotes the offer of alternative tourism in indigenous communities. In the process of tourism development plans, the remarkable growth of cabins in communities for lodging and service to visitors can be observed. You can also see the boost to this type of tourism through programs such as the so-called magical towns. The “indigenous Paradises” program is one more program that seeks to promote tourism development through the organization of communities and with the support offered for their certification. The program achieved the certification of 100 destinations, however, so far there is no information on the results and the effects on the communities in which they were developed.

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Rosenberg, Michael S., K. Lynn Boyer, Paul T. Sindelar, and Sunil K. Misra. "Alternative Route Programs for Certification in Special Education: Program Infrastructure, Instructional Delivery, and Participant Characteristics." Exceptional Children 73, no. 2 (January 2007): 224–41. http://dx.doi.org/10.1177/001440290707300206.

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Morrison, Judith, and Lindsay Lightner. "Putting paraeducators on the path to teacher certification." Phi Delta Kappan 98, no. 8 (May 2017): 43–47. http://dx.doi.org/10.1177/0031721717708294.

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In response to local districts’ needs for certified teachers with community roots who understand local schools and students, the authors developed an innovative alternative route for paraprofessionals based on a traditional bachelor’s program. Their goals were to provide a rigorous, research-based program that allows paraprofessionals to get a university degree and, in the process, to get course credit for skills and knowledge gained on the job. This article describes both the challenges involved in developing the program and its successes.

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Grubbs, Scott T. "An Evaluation of an Alternative Teacher Certification Program A Matter of Trust." American Journal of Evaluation 30, no. 4 (November 10, 2009): 581–86. http://dx.doi.org/10.1177/1098214009349449.

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Ilmer, Steven, Sharon Elliott, Jo-Ann Snyder, Neva Nahan, and Marie Colombo. "Analysis of Urban Teachers' 1st Year Experiences in an Alternative Certification Program." Action in Teacher Education 27, no. 1 (April 2005): 3–14. http://dx.doi.org/10.1080/01626620.2005.10463369.

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Bristol, Travis J., David J. Wallace, Sarah Manchanda, and Anthony Rodriguez. "Supporting Black Male Preservice Teachers: Evidence from an Alternative Teacher Certification Program." Peabody Journal of Education 95, no. 5 (October 19, 2020): 484–97. http://dx.doi.org/10.1080/0161956x.2020.1828690.

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Rainy F, Agrivinie, Rita Nurmalina, and Amzul Rifin. "STRATEGI PENGEMBANGAN USAHA BERAS SEHAT PADA CV PURE CIANJUR DI KABUPATEN CIANJUR." Forum Agribisnis 9, no. 1 (August 7, 2019): 33–52. http://dx.doi.org/10.29244/fagb.9.1.33-52.

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The objectives of this research are to identify the factors that exist in the internal and external environment that become the strengths, weaknesses, threats, and opportunities for CV Pure Cianjur, formulate alternative strategies and determine the priority strategies that can be run CV Pure Cianjur in developing business, mapping program recommendations from alternative strategies in the development of healthy rice business on CV Pure Cianjur. The method research use internal and eksternal environment analysis, formulation strategy using SWOT analysis, weighting strategy priorities through preparation of hierarchy based on the SWOT framework (A’WOT) and the program recommendation made by the strategic architecture model. Internal factors of company : strength (S) is the quality of products (0,377) and weaknesses factor (W) is discontinuity of raw material supply (0,402). External factors of company opportunities (O) is the natural resources of Cianjur Regency (0,181) and threats (T) factors is the substitution products (anorganic rice) (0,349). Priority of strategic alternatives is conduct preparation and registration for organic certification (0,299). Implication of alternative strategies is devided into two groups, where is 11 programs recommendation that run gradually and 7 programs recommendation that run regularly.

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Koballa, Thomas R., Shawn M. Glynn, and Leslie Upson. "Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program." Journal of Science Teacher Education 16, no. 4 (December 2005): 287–308. http://dx.doi.org/10.1007/s10972-005-0192-5.

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Koballa, Thomas R., Leslie Upson Bradbury, Shawn M. Glynn, and Cynthia Minchew Deaton. "Conceptions of Science Teacher Mentoring and Mentoring Practice in an Alternative Certification Program." Journal of Science Teacher Education 19, no. 4 (July 23, 2008): 391–411. http://dx.doi.org/10.1007/s10972-008-9101-z.

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Boone, William J., Sandra K. Abell, Mark J. Volkmann, Fran Arbaugh, and John K. Lannin. "EVALUATING SELECTED PERCEPTIONS OF SCIENCE AND MATHEMATICS TEACHERS IN AN ALTERNATIVE CERTIFICATION PROGRAM." International Journal of Science and Mathematics Education 9, no. 3 (February 26, 2010): 551–69. http://dx.doi.org/10.1007/s10763-010-9205-8.

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Zyskowski, Michael K. "Alternative Means of Compliance for Composite Structural Fatigue Certification of Small General Aviation Aircraft." Transportation Research Record: Journal of the Transportation Research Board 1567, no. 1 (January 1997): 49–57. http://dx.doi.org/10.3141/1567-07.

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As the future of the general aviation industry seems to be improving, a cultural paradigm shift may be imminent with the development of an advanced, revolutionary transportation system within the United States. One significant problem with this idea has been shown to be the fatigue structural certification of small, composite airplanes. By implementing a fatigue safe-life certification method for small general aviation aircraft, reduced certification program costs may be obtained while maintaining their reliability and capability. Although acceptable only when certifying aluminum aircraft, the current method has been modified here to incorporate the use of discontinuous composite materials on a defined small general aviation aircraft. Through this modification, a simplified method for the determination of the stress-cycle curve and a new “scatter factor” methodology based on the composite material properties have been developed. By using fiberglass reinforced polyester as an example composite material family, the safe-life of small general aviation aircraft relative to composite fatigue can be determined.

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Rosenberg, Michael S., and Elana E. Rock. "Alternative Certification in Special Education: Efficacy of a Collaborative, Field-Based Teacher Preparation Program." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 17, no. 3 (July 1994): 141–53. http://dx.doi.org/10.1177/088840649401700302.

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Romdon, Romdon. "The Effectiveness of Improving the Performance of Teachers of Islamic Religion Education Through Teacher Certification Programs in Sma / Smk In Bogor District." International Journal of Nusantara Islam 8, no. 2 (December 14, 2020): 215–25. http://dx.doi.org/10.15575/ijni.v8i2.10808.

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This research is motivated by the phenomenon that the effort to improve the quality of education at the senior secondary level is the teacher's performance. With good teacher quality, the learning process can take place in a quality manner, which in turn leads to quality output. One of the efforts to improve the performance of Islamic Education teachers is the provision of certification allowances for Islamic Religious Education teachers to improve their performance, which has been low so far. On the other hand, the certification of teachers for Islamic Religious Education at the SMA / SMK level is also very important, given the limited limitations of the government in appointing teachers as Civil Servants, so that the existence of teacher certification can be an alternative in an effort to improve teacher welfare. This study generally aims to obtain an overview of the certification program, implementation, evaluation, constraints and future solutions in improving the performance of SMA / SMK Islamic Religious Education teachers in Bogor Regency. The specific objectives of the study were to determine the objectives and programs, implementation, evaluation, constraints and solutions in the future to improve the performance of Islamic Education teachers of SMA / SMK in Bogor Regency through optimization of the PAI teacher certification function. This research uses a qualitative approach with a descriptive analysis method. Data collection was carried out through observation, interviews and documentation study. The results showed that the improvement of the performance of PAI SMA / SMK teachers in Bogor Regency through the teacher certification program has been implemented, and has had an optimal impact. This is shown, among others, by the level of teacher discipline in implementing learning at least 24 hours a week, being active in participating in training activities, workshops and educational seminars and improving the welfare of Islamic Education teachers. However, improving teacher performance is still constrained by both internal and external constraints. Internal constraints include low understanding, skills and motivation to carry out their main tasks and functions as educators. Meanwhile, the external obstacle is that the supervision of principals, supervisors and related agencies is still not optimal in an effort to improve teacher performance. The recommendations of this study include: the government needs to finance the implementation of the Teacher Professional Improvement program, apply strict discipline by making regulations for certified teachers, and the existence of cooperation between various parties in encouraging the teacher certification program. This is done by implementing strategic management in planning, implementing, evaluating and supervising the effectiveness of the certification program.

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Romdon, Romdon. "The Effectiveness of Improving the Performance of Teachers of Islamic Religion Education Through Teacher Certification Programs in Sma / Smk In Bogor District." International Journal of Nusantara Islam 8, no. 2 (December 14, 2020): 215–25. http://dx.doi.org/10.15575/ijni.v8i2.10808.

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This research is motivated by the phenomenon that the effort to improve the quality of education at the senior secondary level is the teacher's performance. With good teacher quality, the learning process can take place in a quality manner, which in turn leads to quality output. One of the efforts to improve the performance of Islamic Education teachers is the provision of certification allowances for Islamic Religious Education teachers to improve their performance, which has been low so far. On the other hand, the certification of teachers for Islamic Religious Education at the SMA / SMK level is also very important, given the limited limitations of the government in appointing teachers as Civil Servants, so that the existence of teacher certification can be an alternative in an effort to improve teacher welfare. This study generally aims to obtain an overview of the certification program, implementation, evaluation, constraints and future solutions in improving the performance of SMA / SMK Islamic Religious Education teachers in Bogor Regency. The specific objectives of the study were to determine the objectives and programs, implementation, evaluation, constraints and solutions in the future to improve the performance of Islamic Education teachers of SMA / SMK in Bogor Regency through optimization of the PAI teacher certification function. This research uses a qualitative approach with a descriptive analysis method. Data collection was carried out through observation, interviews and documentation study. The results showed that the improvement of the performance of PAI SMA / SMK teachers in Bogor Regency through the teacher certification program has been implemented, and has had an optimal impact. This is shown, among others, by the level of teacher discipline in implementing learning at least 24 hours a week, being active in participating in training activities, workshops and educational seminars and improving the welfare of Islamic Education teachers. However, improving teacher performance is still constrained by both internal and external constraints. Internal constraints include low understanding, skills and motivation to carry out their main tasks and functions as educators. Meanwhile, the external obstacle is that the supervision of principals, supervisors and related agencies is still not optimal in an effort to improve teacher performance. The recommendations of this study include: the government needs to finance the implementation of the Teacher Professional Improvement program, apply strict discipline by making regulations for certified teachers, and the existence of cooperation between various parties in encouraging the teacher certification program. This is done by implementing strategic management in planning, implementing, evaluating and supervising the effectiveness of the certification program.

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Lohmann, Marla J., Bushrod White, and Kathy A. Johnson. "Increasing the Rural Special Education Teacher Pipeline Through Asynchronous Online Instruction: A Program Description of the Colorado Christian University Alternative Certification Program." Rural Special Education Quarterly 38, no. 3 (July 19, 2019): 151–61. http://dx.doi.org/10.1177/8756870519860065.

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There is a documented shortage of special education teachers nationwide, and many rural school districts report hiring uncertified or temporary teachers to fill the open positions. To meet the needs of rural schools in our state, Colorado Christian University developed an asynchronous online alternative special education teacher certification program. Colorado Christian University’s program includes 12 months of online coursework, as well as remote video supervision. This article provides a brief description of the program and preliminary data supporting its effectiveness in meeting the needs of rural Colorado schools.

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Hsiao, Feilin, Xueli Tan, Jonathan “Jaytee” Tang, and Juan Chen. "Factors Associated with Music Therapy Board Certification Examination Outcomes." Music Therapy Perspectives 38, no. 1 (November 29, 2019): 51–60. http://dx.doi.org/10.1093/mtp/miz017.

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Abstract The Music Therapy Board Certification (BC) Examination is a high-stakes test that affects test takers’ entry into the profession and reflects the quality of music therapy programs. Accumulating studies in the health sciences have identified the factors that contribute to first-time test takers’ success in passing credentialing examinations. However, these variables have not been investigated in music therapy. The purposes of this study are to investigate recent certificants’ perceptions and experiences of the BC examination and identify the predictors of success on the first attempt. It aims to delineate the factors associated with performance in the BC examination; identify effective strategies and resources for future test takers; and inform educators, internship directors, clinical supervisors, and test administrators regarding areas of concern and necessary support. A sample of 662 recent music therapy board certificants completed a 32-item online survey consisting of checklists, Likert scales, open-ended questions, and the Westside Test Anxiety Scale. Self-reported cumulative grade point average and general test anxiety scores were significant predictors of BC examination success on the first attempt. The results suggest the need for (a) a consistent standard for education programs that includes various theoretical orientations and clinical practice models to better prepare students with content knowledge and (b) program progression policies to identify students at risk of failing the examination and to provide remediation.

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Simpson, Elizabeth S., Dorothy Jean Yocom, and H. Timothy Blum. "The Wyoming Collaborative Mentorship Academy: A Field-based Program for Certifying Fully Qualified Special Education Teachers in a Rural State." Rural Special Education Quarterly 24, no. 2 (June 2005): 11–17. http://dx.doi.org/10.1177/875687050502400203.

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The purpose of Wyoming Collaborative Mentorship Academy (WCMA) is to provide school districts in Wyoming with an alternative route to certification for teachers who are currently teaching out of field in special education. The WCMA is a program designed to meet the needs of the students with disabilities in the state by providing a program which will increase the number of highly qualified and certified special educators, trained mentors, and administrators.

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Aliyyah, Irma Himmatul, and Amy Mardhatillah. "EMPLOYABILITY SKILLS MAPPING AMONG STUDENTS OF ALTERNATIVE EDUCATION CERTIFICATION PROGRAM (PAKET C) AT MOBIL KELAS BERJALAN (MKB)." ICCD 2, no. 1 (November 25, 2019): 409–13. http://dx.doi.org/10.33068/iccd.vol2.iss1.156.

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Aim of this community development program is to describe the employability skills among the students of alternative education certification program that called as Paket C, which organized by MKB. All of the students are working to support their life, and continue their education while working. Most of them working as the low payment job families such as scavengers, housemaid ect. The method used in this program including the assessment of employability skills, as well as personal feedback on how to improve their employability skills. 22 participants were participated in this program. Employability Skills are measured using Scans Skills Assessment (Roberts, Lynn, & et al, 2000). Result indicated that, the basic competencies for working students are at level three in which they can, but still need guidance and supervision. However, most of them are in the category of still need to study. In general, almost all of the competencies have not been mastered by students, so that several program can be organized to improved their employability skill.

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Froehlich, M. A. R. "The Child Life Program in Children's Hospitals: Certification Implications for Music Therapists." Music Therapy Perspectives 5, no. 1 (January 1, 1988): 104–5. http://dx.doi.org/10.1093/mtp/5.1.104.

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YAOSAKA, Osamu. "A Study of the Characteristics and Effectiveness of the Alternative Certification Program in the U.S.A." Comparative Education 1994, no. 20 (1994): 153–64. http://dx.doi.org/10.5998/jces.1994.153.

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Denton, Jon J., and John E. Morris. "Recruitment and Selection of Mathematics and Science Teaching Candidates for an Alternative Teacher Certification Program." Action in Teacher Education 13, no. 2 (July 1991): 10–19. http://dx.doi.org/10.1080/01626620.1991.10462767.

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Natriello, Gary, and Karen Zumwalt. "Pathways to a Profession: An Introduction to the Yearbook." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (November 2017): 1–7. http://dx.doi.org/10.1177/016146811711901407.

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The need for large numbers of individuals who can serve as effective teachers for the nation's young people has generated continuing interest in the recruitment, preparation, and retention of talented teachers for the past half-century, particularly since the civil rights and women's rights revolutions opened a wide range of career opportunities to many for whom teaching was historically one of the few fields available. Among the policy options under development in recent decades have been alternative routes into teaching, typically preparation experiences that differ in form and/or format from the established college-based certification programs. In this Teachers College Record Yearbook, we present the results of a longitudinal examination of one early alternative route program developed by the state of New Jersey. The New Jersey Provisional Teacher Program (or Alternate Route) is of particular interest both because it was the first of a generation of such programs created by various states in the final years of the 20th century and because its creation surfaced a range of issues and tensions that all the programs following in its wake have experienced.

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Wilson, Elizabeth, and Kevin Besnoy. "Graduates Use of Technology in their K-8 Classrooms." Social Studies Research and Practice 6, no. 1 (March 1, 2011): 149–66. http://dx.doi.org/10.1108/ssrp-01-2011-b0012.

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This article examines ways in which graduates of an online teacher certification program integrate technology into social studies instruction. With dramatic growth in the number of online teacher certification programs, educators are faced with how to ensure their graduates incorporate effective teaching strategies, including technology, into classrooms. Research over the past decade indicates that teachers do not integrate technology within social studies instruction in meaningful ways, beyond traditional approaches to teaching (Ravitz & Wong, 1999; Van Fossen & Shively, 2003, 2009). Results from this study indicate that online teacher education graduates, who have access to technology within their schools, find meaningful ways to integrate such technology into social studies instruction. Teacher educators must conduct more research, and receive more funding, to follow online teacher education graduates. Today’s new generation of tech-savvy students deserve teachers who can competently integrate technology into all content areas.

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Cruz Vega, F., and P. Cruz Flores. "(A286) Safe Hospital Program and Safe Medical Unit in Mexico." Prehospital and Disaster Medicine 26, S1 (May 2011): s79. http://dx.doi.org/10.1017/s1049023x11002706.

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Safe Hospital Program and Safe Medical Unit in Mexico. The program was established in 2006 within the General Coordination of Civil Protection of the Department of Government and includes a National Evaluation, Diagnosis and Certification integrated of all the institutions of the Public Health Sector, Private and Social. They have about 700 accredited assessors more than 2,700 who have taken the training. There have been more than 1,700 self-assessments and have been assessed in 205 hospitals. The legal framework has been integrated the Safe Hospital Program in the Civil Protection General Law, is included in the Official Mexican Standard that relates to health facilities, has gained access to the Disaster Prevention Fund that manages the Interior Secretary and has established that prior to the Certification of Quality Health Council General (including international standards of the Joint Commission) is evaluated as Safe Hospital. Of the hospitals classified as unsafe have been evacuated two (which will be demolished) with alternative of building new high level of security. In a large number of hospitals have improved fire detection systems, evacuation routes and emergency stairs, as others.

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Permatasari, Putri, Joko Winarno, Sapja Anantanyu, Agung Wibowo, Suwarto Suwarto, and Suryono Suryono. "Analisis Keberlanjutan Program Padi Organik di Desa Pereng Kecamatan Mojogedang Kabupaten Karanganyar (Studi Kasus Kelompok Tani Rukun Makaryo)." Jurnal Ilmiah Membangun Desa dan Pertanian 6, no. 4 (October 11, 2021): 113. http://dx.doi.org/10.37149/jimdp.v6i4.19439.

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One way to realize a sustainable agricultural system is with an organic farming system. Rukun Makaryo Farmer Group is the farmer group in Karanganyar Regency that referred to organic farming system training at the National level from 2007-2011. Rukun Makaryo Farmer Group has succeeded in creating castle waste as fermented solid and liquid organic fertilizer. Rukun Makaryo Farmer Group has the opportunity to be assessed by the organic rice certification team from the Persada Organic Rice Certification Agency on members 5,9 hectares of land. This research aims to analyze the sustainability of the organic rice program in Rukun Makaryo Farmer Group; 1) Analyze the obstacles that hinder the process of sustainability of the organic rice program, 2) Analyze the hopes of the farmers in realizing of sustainability organic rice program, and 3) Formulate alternative recommendations strategies for assisting farmer groups so that in the future they can carry out the sustainability of the organic rice program independently. This research was conducted in Pereng Village, Mojogedang, Karanganyar, with seventeen respondents of organic farmers. This research method was a qualitative description with a phenomenological approach. This research activity will be gained experience and subjective awareness and interpretation of efforts to maintain the status of organic rice certification. The results showed that; 1) Obstacles that hinder the process of sustainability of the organic rice program are low education, age of farmers, high cost of certification, difficulties in marketing, and complexity of the cultivation technique process, 2) Rukun Makaryo Farmer Group hopes that to have access marketing partnerships so that there will be an increase in selling prices and the development of economic conditions for farmers, and 3) Recommendations for assistance by rice field approach, simultaneous planting system, strengthening farmer organizations with establishing the Internal Control System (ICS), and developing agricultural products marketing systems and facilities.

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Montemarano, T. W., B. P. Sack, J. P. Gudas, M. G. Vassilaros, and H. H. Vanderveldt. "High Strength Low Alloy Steels in Naval Construction." Journal of Ship Production 2, no. 03 (August 1, 1986): 145–62. http://dx.doi.org/10.5957/jsp.1986.2.3.145.

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The Naval Sea Systems Command has recently certified a lower-cost alternative steel to the HY-80 steel presently used in construction of naval surface ships. This alternative steel is based on the commercial development of high strength low alloy (HSLA) steels originally directed to the offshore oil exploration platform and gas line transmission industries. The certification is a result of an ongoing research and development program begun in 1980. This paper addresses several aspects of the HSLA steel development effort, including a discussion of the properties and metallurgy of this steel, and the cost savings which are achievable. Finally, the status of the current and planned Navy HSLA usage and the R&D program is described.

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Ault, Melinda Jones, Amy D. Spriggs, Margaret E. Bausch, and Ginevra R. Courtade. "Evaluation of Remote Versus Face-to-Face Observation of Teacher Candidates in an Alternative Certification Program." Rural Special Education Quarterly 38, no. 3 (July 19, 2019): 124–36. http://dx.doi.org/10.1177/8756870519861030.

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The University of Kentucky provides an alternative certification program to prepare teacher candidates in moderate and severe disabilities. Observations occur every semester that candidates are in the 2-year program and must be conducted all across Kentucky, often many miles away from campus. University researchers placed cameras in the classrooms of teacher candidates and measured reliability of teacher observations conducted face-to-face and remotely. The researchers also surveyed perceptions of the teacher candidates and university observers and analyzed the cost-effectiveness of the two observation methods. The results indicated that the observers achieved similar results on an observation form regardless of the observation method used. The remote observations were the most cost efficient of the two methods both monetarily and in the time commitment needed by the observers. The findings include the perceptions of the teacher candidates and university observers for benefits and challenges of each observation method.

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Friedrichsen, Patricia J., Sandra K. Abell, Enrique M. Pareja, Patrick L. Brown, Deanna M. Lankford, and Mark J. Volkmann. "Does teaching experience matter? Examining biology teachers' prior knowledge for teaching in an alternative certification program." Journal of Research in Science Teaching 46, no. 4 (April 2008): 357–83. http://dx.doi.org/10.1002/tea.20283.

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Zahner, William, Suzanne Chapin, Rich Levine, Lingjun A. He, and Robert Afonso. "Examining the Recruitment, Placement, and Career Trajectories of Secondary Mathematics Teachers Prepared for High-Need Schools." Teachers College Record: The Voice of Scholarship in Education 121, no. 2 (February 2019): 1–36. http://dx.doi.org/10.1177/016146811912100201.

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Background School leaders are challenged by the relatively limited supply and high turnover of qualified secondary school mathematics teachers. In response, policy makers and teacher educators have developed various pathways and incentives to recruit, train, place, and support highly qualified mathematics teachers to work in hard-to-staff schools. Focus of Study In this study, we investigate the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers from two preparation programs focused on staffing “high-need” schools in the same region. Setting The contrasting programs were both supported by the same university in the Northeast United States. Participants & Programs The participants were 158 secondary school (Grades 6–12) mathematics teachers. Of these, 48 were recruited and prepared through a teacher education program with financial support from the National Science Foundation-funded Robert Noyce Teacher Scholarship Program. The other 110 school mathematics teachers were recruited and trained through the Greater Boston office of Teach For America. Both programs required two years of service in high-need schools. Research Design In this study, we used a comparative design. Descriptive profiles of teachers from each program were created. Then, participants’ early career trajectories were compared using logistic regression and survival analysis. Data Collection and Analysis We administered a longitudinal survey and created a database combining survey data and each program's administrative data. Conclusions Our data illustrate that the Noyce scholarship-supported pathway was generally successful in recruiting individuals with STEM majors, training them to be mathematics teachers, and placing those individuals as secondary school mathematics teachers in high-need schools. The comparison of the scholarship-pathway teachers with the secondary school mathematics teachers in the alternative-certification pathway provides a useful contrast. On the one hand, the alternatively certified secondary school mathematics teachers were less likely than the scholarship-pathway teachers to have STEM majors, and the attrition rate for the alternatively prepared teachers was higher than the attrition rate for the scholarship-supported teachers, particularly after they had completed the two-year service requirement. On the other hand, the alternative-certification program recruited a more diverse pool of potential teachers and placed these teachers in schools serving a higher proportion of low-SES students.

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Rismasari, Roza, and Alizar Hasan. "Implementasi Kebijakan Sertifikasi Guru SMP Negeri Kota Payakumbuh." Jurnal Ekonomika Dan Bisnis (JEBS) 2, no. 1 (July 30, 2022): 275–90. http://dx.doi.org/10.47233/jebs.v2i1.98.

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Teacher Certification is an important program in improving the quality and qulity of National Education. Implementation in the key to the success of a program. Failure to implement the program means failure to achieve the objektives of the program.The focus of this study is to analyze the implementation of teacher certification policies at SMP Negeri Payakumbuh using interactive factors according to George C. Edward III’s ideas, namely communication, resources, disposition and bureaucratic structure thet play a role in policy implementation. The role of these four factors is very meaningful for policy implementation.This study uses a qualitative method through descriptive analysis with a case study model. The research subjects were Payakumbuh City Education Office employees, public junior high school principals, Payakumbuh public junior high school teachers. Data collection reachniques used are interviews and documentation.The result of this study indicate thet the implementation of teacher certification policies at SMP Negeri Payakumbuh has fulfilled four elements. Based on the role of the four elements thet determine the success of policy implementation, each element can be fulfilled even though it is not perfct. There are still many shortcomings in the elements of communication and bureaucratic structure. The delivery of the message makes the teacher confused about the actual program. Inconsistent SOPs, which change every year, make it difficult for teachers to adapt to the ever-new rules. The imperfecttions of the four elements did not hinder the process of implementing the policy for teacher certification at State Junior High Schools in Payakumbuh City.Interactive dialogue and discussion are alternative solusions that need to be considered. The ambiguity of the massage can be overcome by asking directly to the resource persons who master the material about teacher certification. And for the SOPs that are always changing, the regional (Payakumbuh City Education Office) should be able to convey the complaints and aspirations of teachers who are confused about the rule to the Provincial and Central Office because usually it is the policy maker who maka the SOPs so thet the policy can be implemented.

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Bader, R., R. Shihab, and F. Hawari. "The Carrot Not The Stick: Creating Incentives for Voluntary Enforcement of Smoke-Free Policies Through Smoke-Free Zone Certification." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 138s. http://dx.doi.org/10.1200/jgo.18.34000.

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Background and context: Jordan's Public Health Law bans smoking in public places. However, law-enforcement mechanisms are lagging and Jordanians continue to be exposed to second-hand smoke. The Global Tobacco Control Report 2017 rates enforcement at 2/10 dropping even below the previous 3/10 rating of 2015. Aim: Our intervention aims to provide alternative routes for protection from exposure to second-hand smoke. Strategy/Tactics: The intervention builds on results from a 2012 survey which indicated that 85% of the public supports banning smoking in healthcare institutions, schools, and work places. In 2013 King Hussein Cancer Foundation and Center launched the Smoke-free Zone Certificate Program in collaboration with Global Smoke-free Worksite Challenge. The program, currently in its fifth round, recognizes institutions that voluntarily enforce smoke-free environments. Program/Policy process: Interested institutions submit an application requesting certification. Applications go through a screening process to confirm initial alignment with the program criteria. Institutions passing the initial screening are physically inspected for compliance through unannounced spot-check visits. Those passing the inspection receive certification. To qualify, an institution should meet two criteria. The first is enforcing a 100% smoke-free policy within all indoor premises. Designated smoking areas are not allowed. For schools, the criteria require that the smoke-free policy extends to cover both indoor and outdoor premises. The second criterion is that the smoke-free policy should be in effect for a minimum of 9 months on the day of certification. The appeal of the program builds on (1) the institution's belief in the importance of providing a safe and healthy environment, (2) the association of the program with the name of a well-respected national organization, and (3) the media exposure that the certified institutions receive. Active promotion of the program is performed during the application period to recruit additional applicants. Outcomes: Fig. 1 depicts the growth in numbers of applications and of certified organizations. On average 67% of applicants receive certification. Interest varies by category with schools outweighing all other applicants (62%). What was learned: Incentives for voluntary enforcement of smoke-free policies have the potential to support law enforcement. The growing interest and the modifications that institutions undergo to meet the program criteria are a testimony to our success. Several institutions went through three rounds of applications prior to receiving certification, indicating the ability of the program to motivate compliance. There is a need to continue to grow the number of applicants especially in the 'restaurants' and 'healthcare' categories. Sensitization about the benefits of smoke-free environments, technical assistance to interested institutions, and additional media exposure can help. [Figure: see text]

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Swanson, Elise, and Gary Ritter. "Using Classroom Observations and Student Surveys to Evaluate Alternatively Certified Teachers." Journal of School Leadership 28, no. 5 (September 2018): 642–70. http://dx.doi.org/10.1177/105268461802800504.

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One of the greatest challenges faced by school leaders across the United States is the recruitment of high-quality educators, and many programs have been developed to address this problem. This study evaluates one such program. We evaluate the Arkansas Teacher Corps (ATC), an alternative teacher certification program that places teachers in high-needs schools in Arkansas. We measure teacher effectiveness through classroom observations and student surveys. We form our comparison group by matching ATC Fellows with 1–2 similar teachers in the same school who were not certified through ATC. We use multivariate regression to examine differences between ATC Fellows and comparison teachers on multiple dimensions of teaching. Students rate ATC teachers as significantly more effective on teacher-student relationships in class, teacher-student relationships out of class, and class engagement. Third-party observers detect no significant differences.

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Edelen-Smith, Patricia, and Thomas W. Sileo. "The Alternative Basic Certification Program in Special Education: In Search of Quantity and Quality in Special Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 19, no. 4 (October 1996): 313–30. http://dx.doi.org/10.1177/088840649601900404.

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Journal articles on the topic 'Alternative certification program'

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