Comparisons of traditionally and alternatively trained teachers

Critical Issues in Training Special Education Teachers

Volumn , Issue , 2014, Pages 209-223

  Sindelar, Paul T ^a   Daunic, Ann ^a   Rennells, Mary Sue ^a  

^a UNIVERSITY OF FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84925710767     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315045979     Document Type: Chapter

References (18)

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2. Dwyer, C. A. (1993). Teaching and diversity: Meeting the challenges for innovative teacher assessments. Journal of Teacher Education, 44, 119-129.
3. Dwyer, C. A. (1994). Development of the knowledge base for the Praxis 111: Classroom performance assessments assessment criteria. Princeton, NJ: Educational Testing Service.
4. Dwyer, C. A., & Villegas, A. M. (1993). Guiding conceptions and assessment principles for the Praxis series: Professional assessments for beginning teachers (Research Rep. No. 93-17). Princeton, NJ: Educational Testing Service.
5. Galambos, E. C., Cornett, L. M., & Spitler, H. D. (1985). An analysis of transcripts of teachers and arts and sciences graduates. Atlanta, GA: Southern Regional Educational Board. (ERIC Document Reproduction Service No. 257 82)
6. Hess, F. M. (2001). Tear down this wall: The case fora radical overhaul of teacher certification. Washington, DC: Progressive Policy Institute. Retrieved May 11, 2004, from http://www.ppionline.org/documents/teacher_certification.pdf
7. McLeskey, J., Tyler, N., & Flippin, S. (2003). The supply and demand for special education teachers: A review of research regarding the nature of the chronic shortage of special education (COPSSE Document No. RS-1). Gainesville: University of Florida, Center on Personnel Studies in Special Education.
8. Nathan, M. J., & Petrosino, A. (2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40, 905-928.
9. No Child Left Behind Act. Reauthorization of the Elementary and Secondary Education Act, Pub. L. No. 107-110,2102(4) (2001).
10. Reynolds, A. (1992). What is competent beginning teaching? A review of the literature. Review of Education Research, 62, 1-35.
11. Rosenberg, M. S., & Sindelar, P. T. (2001). The proliferation of alternative routes to certification in special education: A critical review of the literature. Arlington, VA: National Clearinghouse for Professions in Special Education, The Council for Exceptional Children. Retrieved May 10, 2004, from http://www.special-ed-careers¦org
12. Sindelar, P. T., & Marks, L. J. (1993). Alternative route programs: Implications for elementary and special education. Teacher Education and Special Education, 16, 146-154.
13. U.S. Department of Education. (2002). Meeting the highly qualified teachers challenge: The Secretary’s annual report on teacher quality: 2002. Washington, DC: Author.
14. U.S. Department of Education, (n.d.-a). Table AC1: Number of special education teachers serving students ages 3-5, by state. Washington, DC: Author. Retrieved May 10, 2004, from http://www.ideadata.org/arc_toc4.asp#partbPEN
15. U.S. Department of Education, (n.d.-b). Table AC2: Number of special education teachers serving students ages 6-21, by state. Washington, DC: Author. Retrieved May 10, 2004, from http://www.ideadata.org/arc_toc4.asp#partbPEN
16. Villegas, A. M. (1992, February). The competence needed by beginning teachers in a multicultural society. Paper presented at the annual meeting of the American Association of Colleges of Teacher Education, San Antonio, TX.
17. Walsh, K. (2001). Teacher certification reconsidered: Stumbling for quality. Baltimore: Abell Foundation. Retrieved May 11, 2004, from http://www.abell.org/publications/detail.asp?ID=59
18. Zeichner, K. M., & Schulte, A. K. (2001). What we know and don’t know from peer-reviewed research about alternative teacher certification programs. Journal of Teacher Education, 52, 266-282.