A Person-Oriented Approach to Characterizing Beginning Teachers in Alternative Certification Programs

2007 ◽  
Vol 36 (2) ◽  
pp. 74-83 ◽  
Author(s):  
Elaine Chin ◽  
John W. Young
Keyword(s):  
Beginning Teachers ◽  
Alternative Certification ◽  
Large Scale ◽  
Ecological Approach ◽  
Certification Programs ◽  
Models Of Development ◽  
Attitudes Toward Teaching ◽  
Personal Histories ◽  
Life Circumstances ◽  
Oriented Approach

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.

Changing the Composition of Beginning Teachers: The Role of State Alternative Certification Policies

2021 ◽  
pp. 089590482110156
Author(s):  
Christopher Redding
Keyword(s):  
Beginning Teachers ◽  
Alternative Certification ◽  
New Teachers ◽  
State Level ◽  
Schools And Staffing Survey ◽  
Selective Colleges ◽  
Nationally Representative ◽  
Alternate Routes ◽  
The Relationship

Drawing on nationally representative data from six cohorts of beginning teachers from the Schools and Staffing Survey and the National Teacher and Principal Survey, this study applies a difference-in-differences research design to examine the relationship between changes to state-level alternative certification policies and the characteristics of new teachers. The introduction of alternate routes into teaching is associated with an increase in the fraction of new teachers of color in a state and the new teachers who graduated from selective colleges. No evidence was found of a relationship with the relative share of male teachers or teachers of in-demand subjects.

Teacher Education Research

2017 ◽  
Author(s):  
Ian Menter
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Large Scale ◽  
The United States ◽  
Theory And Practice ◽  
Social Significance ◽  
The Relationship ◽  
Teacher Education Research

Although teacher education has been recognized as a key aspect of educational policy and practice, especially over the past few decades, the research undertaken to inform policy is in many respects inadequate. Drawing on reviews of such research as has been undertaken in Europe, the United States, Australasia as well as other parts of the world, we can identify the key questions for teacher education researchers. These include such topics as the relationship between theory and practice in professional learning, the significance of partnerships between schools and higher education institutions, the relationship between preservice teacher education and ongoing professional learning and the nature of the assessment of beginning teachers. Three approaches to teacher education research may be defined, and all of them are important in the quest for better understanding of the field. These three approaches are research in teacher education—mainly carried out by teacher education practitioners; research on teacher education—mainly carried out by education policy scholars; and research about teacher education—carried out by scholars in a range of disciplines and seeking to explore the wider social significance of teacher education. An exploration of each of these three approaches reveals that there is a serious dearth of large-scale and/or longitudinal studies that may be seen as genuinely independent and critical. This suggests that there is a large agenda for future teacher education research.

scholarly journals Evaluation of Mesoscale Convective Systems in Climate Simulations: Methodological Development and Results from MPAS-CAM over the U.S.

2020 ◽  
pp. 1-62
Author(s):  
Zhe Feng ◽  
Fengfei Song ◽  
Koichi Sakaguchi ◽  
L. Ruby Leung
Keyword(s):  
Large Scale ◽  
Precipitation Amount ◽  
Tracking Algorithm ◽  
Convective System ◽  
Low Level ◽  
Climate Simulations ◽  
Mesoscale Convective ◽  
Process Oriented ◽  
The U.S ◽  
Oriented Approach

AbstractA process-oriented approach is developed to evaluate warm-season mesoscale convective system (MCS) precipitation and their favorable large-scale meteorological patterns (FLSMPs) over the U.S. This approach features a novel observation-driven MCS-tracking algorithm using infrared brightness temperature and precipitation feature at 12, 25 and 50 km resolution and metrics to evaluate the model large-scale environment favorable for MCS initiation. The tracking algorithm successfully reproduces the observed MCS statistics from a reference 4-km radar MCS database. To demonstrate the utility of the new methodologies in evaluating MCS in climate simulations with mesoscale resolution, the process-oriented approach is applied to two climate simulations produced by the Variable-Resolution Model for Prediction Across Scales coupled to the Community Atmosphere Model physics, with refined horizontal grid spacing at 50 km and 25 km over North America. With the tracking algorithm applied to simulations and observations at equivalent resolutions, the simulated number of MCS and associated precipitation amount, frequency and intensity are found to be consistently underestimated in the Central U.S., particularly from May to August. The simulated MCS precipitation shows little diurnal variation and lasts too long, while MCS precipitation area is too large and intensity is too weak. The model is able to simulate four types of observed FLSMP associated with frontal systems and low-level jets (LLJ) in spring, but the frequencies are underestimated because of low-level dry bias and weaker LLJ. Precipitation simulated under different FLSMPs peak during daytime, in contrast to the observed nocturnal peak. Implications of these findings for future model development and diagnostics are discussed.

Are Alternative Certification Programs Necessary?

2019 ◽  
Vol 54 (1) ◽  
pp. 1-3
Author(s):  
Thalia M. Mulvihill ◽  
Linda E. Martin
Keyword(s):  
Alternative Certification ◽  
Certification Programs
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