Browsing by Subject "alternative certification"
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Item Examination of Teacher Efficacy and Culturally Responsive Beliefs of Alternative Certified and Traditionally Certified Hispanic Teachers Serving Hispanic Students in High Priority Schools(2011-08-08) Coston, Wood SightsThe purpose of this mixed method study was to examine teacher self efficacy and culturally responsive self efficacy of in-service Hispanic teachers teaching in high priority schools which serve large percentages of students of color with respect to the teachers' route to certification (alternative or traditional). This study also personal narratives to explore highly effective both alternatively and traditionally certified inservice teachers. The three guiding research questions for this mixed method study were: 1. What are teacher efficacy beliefs of alternatively certified teachers and traditionally certified Hispanic teachers who work in high priority schools serving Hispanic students? 2. What are culturally responsive beliefs of alternative certified teachers and traditionally certified Hispanic teachers who work in high priority schools serving Hispanic students? 3. What are the voices of highly effective alternative certified teachers and traditionally certified Hispanic teachers who work in high priority schools serving Hispanic students?Participants in the quantitative portion of the study were 90 middle and high school in-service teachers teaching in high priority schools in the Texas/Mexico borderlands of South Texas. The participants (N=4) in the qualitative portion of the study were purposively drawn from the quantitative participants. Findings of the study were derived from the use of two questionnaires (Teacher Self Efficacy Scale & Culturally Responsive Teacher Self Efficacy Scale) and an in-depth semi-structured interview with four participant in-service teachers. The major findings in this study were: 1. There are no significant differences in teacher self efficacy between alternatively certified teachers and traditionally certified teachers. 2. There are no significant differences in culturally responsive teacher self efficacy between alternatively certified teachers and traditionally certified teachers. 3. Sample population of Hispanic teachers scored themselves as having high teacher self efficacy and culturally responsive self efficacy. 4. The themes from teachers participating in the narrative portion of the study were: (a) high levels of teacher expectations, (b) effective school/parent relationships, (c) effective use of previous work experience, (d) utilization of the funds of knowledge of the students, (e) effective teacher/student connection, and (f) consistent use of self reflection.Item Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms(2012-11-21) Zannou, YetundeIn Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) "just good teaching" strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers needed a pragmatic and less theoretical understanding of diversity during pre-service training. Participant tendency to draw upon "common sense", affective, and practical strategies in teaching ELL students in lieu of the state-mandated English language proficiency standards (ELPS) suggests AC programs should have teachers articulate and discuss their beliefs about ELL instruction in order to provide training targeted towards misconceptions about language development, particularly in science.Item 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, 2005-11-01) Goldhorn, Jeffery LeeThe 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.