Alternative teacher certification (ATC) programs are one method created to help alleviate teacher shortages (Cox, Matthews, & Assoc, 2001; Hallinan & Khmelkov, 2001). While much debate has arisen over ATC programs, very few have empirically examined their impact on the teaching pool (Darling-Hammond, Berry, & Thoreson, 2001; Darling-Hammond, Chung, & Frelow, 2002; Goldhaber, 2000; Ingersoll, 1999; Shen, 1997, 1999). The present study was designed to explore differences by certification type and program characteristics based on novice teachers' demographics, educational attainment, sense of self-efficacy, and sense of preparedness to enter the classroom. Results from the present study suggest ATC programs are somewhat diversifying the teaching population by bringing in more minorities and science majors, but do not appear to be bringing in more experienced scientists and mathematicians nor do they appear to be alleviating the teacher shortage. In this sample, traditionally certified teachers felt better prepared than ATC teachers with the biggest differences on Promoting Student Learning. Regardless of certification route, prior classroom experience was a strong predictor of Overall Preparedness and a teacher's perception of his or her ability to be an effective teacher. For ATC teachers, a positive mentoring experience was a strong predictor of Overall Preparedness. The discussion of whether or not ATC programs should exist should now be replaced with a discussion of how to ensure that these programs produce better teachers and improve student learning. The underlying theme from the present study was that, in order to feel prepared and have high self-efficacy, novice teachers needed instruction in the majority of the components identified by research and by the National Commission on Teaching and America's Future (1996), including positive mentoring experiences, field based experiences, and curriculum based on child development, learning theory, cognition, motivation, and subject matter pedagogy. Results from the present study support the assertion that teacher preparation programs, program components, mentoring experiences, and field-based experiences do impact teacher effectiveness in the classroom.

This study was a heuristic, descriptive case study of the Alternative Certification Program in 4 central Florida counties. The purpose of this study was to: (a) identify the awareness of the existence of the reported alternative certification components implemented by 4 counties in Florida, and identify any additional components; (b) determine the importance of the targeted teaching criteria needed for successful teaching as identified in the literature to the ACP teacher, principal and coordinator; (c) determine the advantages/disadvantages of the program as viewed by the ACP participants, principals, and coordinators; (d) identify how many of the 4 counties kept data on participants entering and leaving the program; (e) determine how many participants exited the ACP before completion; and (f) identify if a particular subject area had a higher percentage of ACP teachers. The study was based on data gathered using the Alternative Certification Program Survey, a survey created by the researcher. The population for this study was 4 public school districts in central Florida. The completed surveys yielded a usable return rate of 41% (N= 258). The researcher conducted the data analysis. Descriptive statistics were used to analyze the data. Results were presented as a whole, as well as disaggregated and presented by county. Analysis of the data revealed: (a) that the awareness of the ACP components varied between counties and respondent groups of teacher participants, principals, and coordinators; (b) the teachers and principals did not agree on rating the importance of the teaching criteria needed for an ACP teacher to be successful, and the coordinators rated all the criteria equally; (c) the perceptions of advantages of the ACP differed between the teacher participants, principals, and coordinators; (d) the perceptions of disadvantages of the ACP differed between the teacher participants, principals, and coordinators; (e) three of the counties kept entrance and exit data on the ACP; (f) one county had <1% non-completion rate for ACP participants; and (g) highest number of ACP participants were entering into the subject areas of math and science. Conclusions, recommendations for future research, and recommendations for alternative certification in central Florida were made. One recommendation for further research was for a study to be replicated with ACP teachers hired for another school year, and repeated in future years, to gather information concerning awareness of the existence of the ACP components, importance of teaching criteria needed for successful teaching, and advantages/disadvantages of the program as perceived by the teacher participants, principals, and coordinators. Another recommendation for future research was to replicate and conduct this study in other Florida counties in order to compare results with those of this study concerning the Alternative Certification Program.

The 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.

The purpose of this study was to evaluate the effectiveness of alternative certification instruction in a public education environment. In addition, the study compared traditional certification instruction to alternative certification instruction on the basis of educational quality. Due to increasing teacher shortages across the country, the search for an alternative route of certification has generated ideological debates revolving around the supply and demand of potential teachers, educational quality, and the potential of alternative means of teacher procurement. There are myriad arguments in support of and against alternative certification programs. This study evaluated the perceived effectiveness of alternatively certified teachers in a public education environment by comparing principal's perceptions of traditional certification instruction to alternative certification instruction existent with their region, on the basis of educational quality. Survey research was used to determine perceptions which Hampton Roads principals who have, or who have had, responsibility for supervision of alternatively and traditionally certified personnel. It focused on 40 statements comparing traditionally certified teachers and alternatively certified teachers. It included such factors as pedagogical content knowledge, classroom management and instruction, behavior management, attitude, life experience, professionalism, professional development and evaluation. A series of 40 independent t-tests and a factor analysis were accomplished utilizing the data derived from these surveys. Results of this study indicated that the perceptions among Hampton Roads principals differ significantly regarding the effectiveness of alternatively certified teachers from those of previous research. Demographic data found these perceptions exist with principals of all school levels and are not related to the principal's years of experience, formal education or student enrollment. Ninety five percent of the 40 comparative statements favor those teachers achieving certification through traditional certification programs. Areas that reflected particularly substantial differences were content knowledge, instructional planning, and classroom discipline. Recommendations for practice include but are not limited to standardized supervision of alternative certification programs, quality screening of applicants, quality mentor programs, standardized and subsidized student teaching, competency testing, formalized state and district assessment and quality recruitment. / Ed. D.

This study was developed to examine the motivations of individuals who chose alternative routes to teacher certification and what they believe were the strengths and weaknesses of their alternative certification preparation (ACP). Data accrued from this study were based on a 55-item online survey and participant information from an online focus group. The study compared the differences between general and special educators in regards to the motivating factors affecting the decision to become a teacher, remain a teacher, and in choosing a non-university-based ACP, as well as the perceived strengths and weaknesses of the ACP. The results from the survey suggest there are differences in the motivating factors affecting general and special educator's decision to become a teacher and to remain a teacher. Additional survey results suggest there are no differences in the reason these two groups chose a non-university-based ACP. The results of the survey and the online focus group were comparable for these two groups. The remainder of this dissertation includes a review of literature related to teacher shortages and teacher preparation including alternative certification. Additionally, information on the results and analysis of the study are discussed, as well as recommendations for future research.

Before 1984, nearly 975 of teachers entered the teaching profession after graduating from a traditional university-based program. However, beginning in the mid-1980s, alternative routes leading to teacher certification began to emerge in the United States. As of 2010, nearly one-third of all new teachers graduated from an alternative preparation program. As alternative certification (AC) routes approach 30 years since establishment, programs continue to evolve and increase in enrollment. This study focused on the changes that have come about in the maturation of alternative certification programs in Texas since legislation was passed in 1985. The purpose of the study was to delineate the evolution of AC programs using a historical approach, the study used both primary and secondary resources as research tools and employed the use of eight interviews and the literature review for the collection of data. The prediction of future teacher shortages, the need for diversity in the profession the political view to privatize education, and economic recessions were all motivating factors for establishing alternative teacher programs. In the beginning, graduation from AC programs were perceived as not authentic teachers and not as prepared for teaching as graduates from traditional programs. AC programs have become a legitimate and viable option for educator preparation programs as they offer greater flexibility, staff/instructor diversity, and multiple approaches to instruction. This data suggests that AC programs in Texas have emerged as a real and sustainable option to traditional certification programs leading to certification and licensure.

abstract: The purpose of this action research study was to examine the impact of cogenerative dialogues on instructor and student perceptions of rigor in a master's and certification program for alternatively certified teachers. Additionally, the study was designed to determine if these open dialogues would impact instructional decisions of college instructors in the program. The investigator used a mixed methods research model that included surveys, interviews, and video of the dialogues to measure the impact. The results of the study indicated that both sets of participants remained consistent in their identification and definition of the term rigor. The cogenerative dialogues did have an impact on instructor understanding of student definitions of rigor. Instructors began to change some instructional decisions as a result of the dialogues in small groups. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2012

abstract: First-year alternatively certified teachers face significant challenges as they attempt to address the complexities of classroom teaching, particularly when they are assigned to teach in urban school settings. As the number of alternatively certified teachers continues to increase, it is important to provide them with professional development opportunities that address the challenges that they encounter in their first year of teaching. This action research study was conducted to examine a professional development model designed to support the development of a small group of first-year alternatively certified teachers in the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University. As first-year teachers within the Induction, Masters, and Certification (InMAC) program, their professional learning needs were unique. They had an immediate need to effectively acquire knowledge and apply it in their teaching practice as they concurrently completed coursework to obtain their master's degree and certification while serving as the teacher of record. This study provided the opportunity for five first-year alternatively certified teachers to participate in a project that provided professional development to meet their specific needs. This two-pronged professional development model included two components: (a) a mentoring component provided by a recently retired master teacher, and (b) a learning community that included opportunities for observation, collaboration, and reflection with National Board Certified teachers. This study was designed to improve teaching practices and increase teaching self-efficacy among the first-year alternatively certified teacher participants. Results from the mixed-method study provided evidence that the model benefited the participants by improving their teaching practices and increasing their teaching self-efficacy. In the discussion, the importance of non-evaluative feedback provided by the mentors was emphasized. Further, highly developed interpersonal relationships, effective communication processes, and helpful collaborative procedures were useful in understanding how alternatively certified teachers benefited from mentor feedback and guidance. Finally, implications for future practice and further research were offered. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2013

abstract: The pathway for entering the K-12 classroom as a teacher varies compared to what was once the traditional model of teacher preparation. In this mixed-methods action research study, I explore supporting first year alternatively certified urban and rural intern teachers through a multicomponent distance induction program. The induction model in this study was based on the theoretical framework of Bandura's social learning theory and Wenger's communities of practice. The purpose of this study was to identify the extent in which a multicomponent distance learning induction program impacts first year intern teachers' sense of self-efficacy, understand their successes, their challenges, and to identify how intern teacher evaluations change. Quantitative data included results from a self-efficacy survey and the Student Teaching Assessment Instrument (STAI). Qualitative data was collected through intern teachers' blogs, cadre leader video narratives, and cadre leader STAI narrative responses. Six themes emerged including topics such as building relationships with other education professionals, receiving feedback from the cadre leader, identifying struggles and application of college coursework into the K-12 classroom. Key findings reveal interns are least efficacious in student engagement, relationships with other educators support an intern teacher emotionally and pedagogically, intern teachers struggle with work-life balance, and cadre leaders observed intern teachers as having improved their skills in student engagement, instructional practices, and classroom management. Implications to practice include a structured approach to introducing student engagement, creating a best practices library of video examples, and a pre-orientation (Super Saturday) of topics prior to stepping into the classroom with students. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2013

The purpose of this research study is to determine and describe in-service SBAE teachers? perceived Pedagogical Content Knowledge (PCK) and challenges with non-content related classroom material. In general, PCK is the point where knowledge of teaching meets agricultural content knowledge. With the rising number of alternatively certified agricultural educators across the country, it is important to examine PCK in both traditionally and alternatively certified teachers as well as the differences between the two. Since successful classroom management is crucial to teacher retention, it is necessary to look at the differences in difficulty of implementation of various strategies. Agricultural education is diverse and involves numerous topics within the broad industry. This study also describes the sources of content knowledge among the two licensure types. It is recommended that future studies research the PCK of teachers based on years of experience and licensure route.