Are we supporting teacher success: Insights from an alternative route mathematics teacher certification program for urban public schools

Education and Urban Society

Volumn 43, Issue 3, 2011, Pages 396-425

  Foote, Mary Q ^a   Brantlinger, Andrew ^b   Haydar, Hanna N ^c   Smith, Beverly ^d   Gonzalez, Lidia ^e  

^a CITY UNIVERSITY OF NEW YORK   (United States)

^b UNIVERSITY OF MARYLAND   (United States)

^c CITY UNIVERSITY OF NEW YORK   (United States)

^d CITY COLLEGE OF NEW YORK   (United States)

^e CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

alternative certification; induction supports; mathematics education; mentoring; urban schools

Indexed keywords

EID: 79953707648     PISSN: 00131245     EISSN: 15523535     Source Type: Journal    
DOI: 10.1177/0013124510380420     Document Type: Article

References (64)

1. Achinstein, B. (2006). New teacher and mentor political literacy: Reading, navigating and transforming induction contexts. Teachers and Teaching: Theory and Practice, 12, 123-138.
2. Bogdan, R.C., & Biklen, S.K. (2006). Qualitative research for education: An introduction to theory and methods (5th ed.). Boston: Allyn & Bacon.
3. Brantlinger, A., Cooley, L., & Brantlinger, E., (2009). Families, values, and class relations: The politics of alternative certification. In M. Apple, S. Ball & L. Gandin (Eds.) International handbook of the sociology of education: Critical research for social justice. (pp.179-189). New York: Routledge.
4. Brantlinger, A., Meagher, M., & Haydar, H. (March, 2008). Mathematics instruction in high needs New York City middle schools. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
5. Casella, R. (2001). "Being down": Challenging violence in urban schools. New York: Teachers College Press.
6. Chin, E. & Young, J.W. (2007). A person-oriented approach to characterizing beginning teachers in alternative certification programs. Educational Researcher, 36(2), 74-83.
7. Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.). Thousand Oaks, CA: SAGE.
8. Costigan, A. (2004). Finding a name for what they want: A study of New York City's Teaching Fellows. Teaching and Teacher Education: An International Journal, 20, 129-143.
9. Darling-Hammond, L. (2004). Inequality and the right to learn: Access to qualified teachers in California's public schools. Teachers College Record, 106, 1936-1966.
10. Darling-Hammond, L., & Baratz-Snowden, J. (2005). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. New York: John Wiley & Sons.
11. Devine, J. (1996). Maximum security: The culture of violence in inner-city schools. Chicago: Chicago University Press.
12. Diamond, J. (2007). Where the rubber meets the road: Rethinking the connection between high-stakes testing policy and classroom instruction. Sociology of Education, 80, 285-313.
13. Education Development Center. (2002). Impact mathematics. New York: McGraw-Hill.
14. Feldman, J. (1999). The coach in context: Building school capacity through external facilitation. Boston, MA: Center for Collaborative Education. (ERIC Document Report Service No. ED475566).
15. Flores, M.A. (2006). Being a novice teacher in two different settings: Struggles, continuities and discontinuities. Teachers' College Record, 108, 2021-2052.
16. Friedrichsen, P., Lannin, J., Abell, S., Arbaugh, F. &Volkmann, M. (2008). Examining incoming identities in an alternative certification program in mathematics and science. Eurasia Journal of Mathematics, Science & Technology Education, 4(2), 175-188.
17. Gningne, S.& Smith, B. (January, 2008). The New York City coaching model. Paper presented at the Annual Meeting of the Association of Mathematics Teacher Educators. Tulsa, OK.
18. Goodnough, A. (2004). Ms. Moffett's first year: Becoming a teacher in America. New York: Public Affairs.
19. Grossman, P.L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
20. Guarino, C.M., Santibañez, L., & Daley, G. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76, 173-208.
21. Haydar, H.N. (2008). Who's got the chalk? Beginning mathematics teachers and educational policies in New York City. Forum on Public Policy Online, Summer 2008 edition (January 2009). http://forumonpublicpolicy.com/summer08papers/curriculumsum08.html.
22. Haydar, H.N., Vatuk, S. & Angulo, N. (2009). Any right to get it wrong? Beginning urban teachers and students mathematical errors. Proceedings of the Thirty First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta, Georgia: PME-NA.
23. Holloway, J. (2001). The benefits of mentoring. Educational Leadership, 58, 85-86.
24. Horn, I.S. (2005). Learning on the job: A situated account of teacher learning in high school mathematics departments. Cognition & Instruction, 23, 207-236.
25. Humphrey, D.C.; Wechsler, M.E. & Hough, H.J. (2008). Characteristics of effective alternative teacher certification programs. Teachers College Record, 110(1), 1-63.
26. Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499-534.
27. Ingersoll, R., & Smith, T. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60, 30-33.
28. Jaberg, P.A., Lubinski, C.A., & Aeschleman, S.R. (2004). Developing a support system for teacher change in mathematics education: The principal's role. In R. N. Rubenstein & G. W. Bright (Eds.), Perspectives on the teaching of mathematics (66th yearbook) (pp. 229-238). Reston, VA: The National Council of Teachers of Mathematics.
29. Johnson, S.M., & Birkeland, S.E. (2008). Is fast-track preparation enough? It depends. In P. Grossman & S. Loeb (Eds.), Alternative routes to teaching. Mapping the new landscape of teacher education (Chapter 4, pp. 101-128). Cambridge, MA: Harvard Education Press.
30. Johnson, S.M. (2004). Schools that support new teachers. In S. M. Johnson (Ed.), Finders and keepers: Helping new teachers survive and thrive in our schools (pp. 91-118). New York: John Wiley.
31. Kagan, D.M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129-179.
32. Kane, P.R. (1991). The first year of teaching: Real world stories from America's teachers. New York: Walker.
33. Kardos, S.M. (2004a). Supporting new teachers through school based induction. In S. M. Johnson (Ed.), Finders and keepers: Helping new teachers survive and thrive in our schools (pp. 193-224). New York: John Wiley.
34. Kardos, S.M. (2004b). Professional culture and the promise of colleagues. In S. M. Johnson (Ed.), Finders and keepers: Helping new teachers survive and thrive in our schools (pp. 139-166). New York: John Wiley.
35. Kardos, S.M. & Johnson, S.M. (2007). On their own and presumed expert: New teachers' experience with their colleagues. Teachers College Record, 109(9), 2083-2106.
36. Kardos, S.M., Johnson, S.M., Peske, H.G., Kauffman, D., & Liu, E. (2001). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37, 250-290.
37. Kirby, S.N., McCombs, J.S., Naftel, S., Barney, H., Darilek, H., Doolittle, F.C., & Cordes, J.J. (2004). Reforming teacher education: A first year progress report on teachers for a new era. Santa Monica, CA: RAND.
38. Kirby, S.N., McCombs, J.S., Barney, H., & Naftel, S. (2006). Reforming teacher education: Something old, something new. Santa Monica, CA: RAND.
39. Lieberman, A., & Millers, L. (2001). Teachers caught in the action: Professional development that matters. New York: Teachers College Press.
40. Lortie, D. (1975). Schoolteacher. Chicago: University of Chicago Press.
41. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum.
42. Meagher, M. & Brantlinger, A. (April, 2009). "When am I going to learn to be a mathematics teacher?" A case study of an alternatively certified teacher. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego.
43. Moir, E. (1990). Phases of first-year teaching. Santa Cruz, CA: New Teacher Center. Retrieved December 14, 2008, from www.newteachercenter.org/article2.php.
44. McLaughlin, M.W., & Talbert, J.E. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
45. McLaughlin, M.W. (1975). Evaluation and reform: The Elementary and Secondary Education Act of 1965, Title I. Cambridge, MA: Ballinger.
46. Murphy, Jerome T. (1971). Title I of ESEA: The politics of implementing federal educational reform. Harvard Educational Review, 41, 35-63.
47. New York State Education Department. (2000). 52.21(b)(3)(xvii) Alternative teacher certification program. Retrieved September 9, 2008, from http://www.highered.nysed.gov/ocue/Part5221b3.htm.
48. New York City Teaching Fellows. (2009). Program overview. Retrieved May 17, 2009, from http://www.nyctf.org/the_fellowship/prgm_overview.html.
49. Raymond, A.M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28, 550-576.
50. Raymond, M., Fletcher, S.H., & Luque, J. (2001). Teach for America: An evaluation of teacher differences and student outcomes in Houston, Texas. Stanford, CA: The Hoover Institution, Center for Research on Education Outcomes.
51. Ryan, K. (Ed.). (1970). Don't smile until Christmas: Accounts of the first year of teaching. Chicago: The University of Chicago Press.
52. Skott, J. (2001). The emerging practices of a novice teacher: The roles of his school mathematics images. Journal of Mathematics Teacher Education, 4, 3-28.
53. Smith, T., & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
54. Spillane, J. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
55. Stigler, J., & Hiebert, J. (1999). The teaching gap. New York: The Free Press.
56. Taylor, P.M. (2004). Encouraging professional growth and mathematics reform through collegial interaction. In R. N. Rubenstein & G. W. Bright (Eds.), Perspectives on the teaching of mathematics (66th yearbook) (pp. 229-238). Reston, VA: The National Council of Teachers of Mathematics.
57. Texas Center for Educational Research. (2000). The cost of teacher turnover. Austin: Texas State Board for Educator Certification.
58. The New Teacher Center (NTC). (2006). Understanding New York City's groundbreaking induction initiative. University of California, Santa Cruz: NTC Policy Paper.
59. The New Teacher Project. (2005). Teaching for student achievement guidebook. New York: Author.
60. The New Teacher Project. (2008). About us: Overview. Retrieved October 30, 2008, from http://www.tntp.org/aboutus/overview.html.
61. The New York City Teaching Fellows (NYCTF). (2008). Retrieved July 12, 2008, from http://www.nycteachingfellows.org/.
62. Traub, J. (2003). New York's new approach. New York Times. Retrieved June 1, 2009, from http://www.nytimes.com/2003/08/03/edlife/03EDTRAUB.html/.
63. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143-178.
64. Villegas-Reimers, E. (2003). Teacher professional development: An international review of literature. Paris: IIEP-UNESCO.