![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Special education and bilingual teachers are in high demand. Many teachers in these specialization areas enter the profession via alternative certification programs, expedited routes to teacher certification. There is little research focusing on the specific support needs of novice special education and bilingual teachers from these widely varying preparation programs. Therefore, this study looks at the perceptions of novice teachers in special and bilingual education with alternative/nontraditional preservice preparation. The study used an online survey approach with Likert-type scaled items and open-ended questions.
Keywords teachers, urban education, leadership, educational reform
References
Section:
|
American Federation of Teachers . (2007). Reading rockets: Building parent–teacher relationships. Retrieved from http://www.readingrockets.org/article/19308 Google Scholar | |
|
Baines, L. A. (2010, Spring). The disintegration of teacher preparation. Educational Horizons, 88, 152-163. Google Scholar | |
|
Billingsley, B. S. (2004). Promoting teacher quality and retention in special education. Journal of Learning Disabilities, 37, 370-376. Google Scholar | SAGE Journals | ISI | |
|
Billingsley, B., Carlson, E., Klein, S. (2004). The working conditions and induction support of early career special educators. Exceptional Children, 70, 333-347. Google Scholar | SAGE Journals | ISI | |
|
Brookshire, R., Klotz, J. (2002, November). Selected teachers’ perceptions of special education laws. Paper presented at Mid-South Educational Research Association, Chattanooga, TN. Google Scholar | |
|
The Center for Comprehensive School Reform and Improvement . (2007a, May). Attracting and developing high-quality teachers [Newsletter]. Washington, DC: Learning Point Associates. Retrieved from http://www.centerforcsri.org Google Scholar | |
|
The Center for Comprehensive School Reform and Improvement . (2007b, June). Improving teacher retention with supportive workplace conditions [Newsletter]. Washington, DC: Learning Point Associates. Retrieved from http://www.centerforcsri.org Google Scholar | |
|
Chamberlain, S. (2005). Recognizing and responding to cultural differences in culturally and linguistically diverse learners. Intervention in School and Clinic, 40, 195-211. Google Scholar | SAGE Journals | |
|
DiPaola, M. F., Tschannen-Moran, M., Walther-Thomas, C. (2004, September). School principals and special education: Creating the context for academic success. The critical role of school leaders. Focus on Exceptional Children, 37(1), 1-10. Google Scholar | |
|
Feistritzer, C. E. (2009). Teaching while learning: Alternative routes fill the gap. Edge the Latest Information for the Education Practitioner, 5(2), 3-15. Google Scholar | |
|
Feistritzer, C. E., Haar, C. K. (2008). Alternate routes to teaching. Upper Saddle River, NJ: Pearson Education. Google Scholar | |
|
Gehrke, R. S., McCoy, K. (2007). Sustaining and retaining beginning special educators: It takes a village. Teaching and Teacher Education, 23, 490-500. Google Scholar | Crossref | ISI | |
|
Humphrey, D. C., Wechsler, M. E. (2007). Insights into alternative certification: Initial findings from a national study. Teachers College Record, 109, 483-530. Google Scholar | ISI | |
|
Humphrey, D. C., Wechsler, M. E., Hough, H. J. (2008). Characteristics of effective alternative teacher certification programs. Teachers College Record, 110, 1-63. Retrieved from http://www.tcrecord.org/content.asp?contentid=12613 Google Scholar | |
|
Johnson, S. M., Kardos, S. M. (2003). Keeping new teachers in mind. In Scherer, M. (Ed.), Keeping good teachers (pp. 25-32). Alexandria, VA: Association for Supervision and Curriculum Development. Google Scholar | |
|
Klein, S. (2004). The turnaround principal. Principal Magazine, 84(1), 58-60. Google Scholar | |
|
Lapayese, Y. (2007). Understanding and undermining the racio-economic agenda of no child left behind: Using critical race methodology to investigate the labor of bilingual teachers. Race, Ethnicity & Education, 10, 309-321. Google Scholar | Crossref | |
|
Littrell, P. C., Billingsley, B. S. (1994). The effects of principal support on special and general educators’ stress, job satisfaction, school commitment, health, and intent to stay in teaching. Remedial & Special Education, 15, 297-310. Google Scholar | SAGE Journals | |
|
Menken, K., Antunez, B. (2001). An overview of the preparation and certification of teachers working with limited English proficient (LEP) students. Washington, DC: National Clearinghouse for Bilingual Education & ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Document Reproduction Service No. ED455231) Google Scholar | |
|
National Association for Bilingual Education . (2004). What is bilingual education? Retrieved from http://www.nabe.org/bilingualed.html Google Scholar | |
|
Rosenberg, M. S., Boyer, K. L., Sindelar, P. T., Misra, S. K. (2007). Alternative route programs for certification in special education: Program infrastructure, instructional delivery, and participant characteristics. Council for Exceptional Children, 73, 224-241. Google Scholar | SAGE Journals | |
|
Rowley, J. (2006). Becoming a high performance mentor: A guide to reflection and action. Thousand Oaks, CA: Corwin. Google Scholar | |
|
Shepard, T. L. (1999). A retrospect and introspect of an alternative method of teacher certification. Educational Horizons, 77, 18-22. Retrieved from http://www.pilambda.org/styles/pilambda/defiles/sheperd.pdf?phpMyAdmin=7ef832b5771aeb8f8ed4cd00c2e37023&phpMyAdmin=-zoWw3mdi0AafcwcegVd7BGSXS5 Google Scholar | |
|
Spinella, F. A. (2003). The principal’s role in new teacher retention (Unpublished doctoral dissertation). University of New Orleans, New Orleans, LA. Google Scholar | |
|
Steadman, S. C., Simmons, J. S. (2007). Teachers not certified by universities burden our best teachers. Education Digest, 72, 19-24. Google Scholar | |
|
Strunk, K. O., Robinson, J. P. (2006). Oh, won’t you stay: A multilevel analysis of the difficulties in retaining qualified teachers. Peabody Journal of Education, 81, 65-94. Google Scholar | Crossref | |
|
Suell, J. L., Piotrowski, C. (2006). Efficacy of alternative teacher certification programs: A study of the Florida model. Education, 127, 310-315. Google Scholar | |
|
Suell, J. L., Piotrowski, C. (2007). Alternative teacher education programs: A review of the literature and outcome studies. Journal of Instructional Psychology, 34, 54-58. Google Scholar | |
|
Tamir, E. (2008). Theorizing the politics of educational reform: The case of New Jersey’s alternative route to teacher certification. American Journal of Education, 115(1), 65-95. Google Scholar | Crossref | |
|
Tissington, L. D., Grow, A. (2007). Alternative certified teachers and children at risk. Preventing School Failure, 51, 23-27. Google Scholar | Crossref | |
|
Veltri, B. T. (2008, July). Teaching or service? The site-based realities of Teach for America teachers in poor, urban schools. Education and Urban Society, 40, 511-543. Retrieved from http://eus.sagepub.com Google Scholar | |
|
Waldschmidt, E. D. (2002). Bilingual interns’ barriers to becoming teachers: At what cost do we diversity the teaching force? Bilingual Research Journal, 26, 537-560. Google Scholar | Crossref | |
|
Wolcott, H. F. (2009). Writing up qualitative research (3rd ed.). Thousand Oaks, CA: SAGE. Google Scholar | Crossref | |
|
Yoon, J. S., Gilchrist, J. (2003). Elementary teachers’ perceptions of “administrative support” in working with disruptive and aggressive students. Education, 123, 564-569. Google Scholar |
