The cross-case analysis described in this study explores the patterns of practice that support the induction needs of Alternatively Certified Teachers (ACTs) in the high school educational environment of a large suburban school district. Bronfenbrenner's (1976) systemic model of the educational environment that envisions a series of nested, interacting sub-systems is utilized as a roadmap for exploration. Data were collected beginning in the macro-system and continuing through the exo-system, meso-system, and micro-system of the educational environment. Interviews with teacher educators at the macro-system level, with central office staff at the exo-system level, with school administrators at the meso-system level, and with ACTs at the micro-system level were the primary means of data collection. Case study schools included three "high-ACT schools" with the largest number of ACTs in the district and two "norm-ACT schools" that reflected the average number of ACTs in the remaining five high schools in the district. Observations at teacher induction activities and mentor training sessions and analysis of relevant documents, including mentor program evaluation responses, were used to triangulate the data. Evolving display matrices were the primary strategy for data analysis. Themes were identified at each level of the educational environment. Differences among the sub-systems and between the "high-ACT" and "norm-ACT" schools were described. Findings revealed the following consistent themes within the levels of the high school environment: (a) the use of creative recruitment practices that include recognition of the value of ACTs as an important resource for finding new teachers; (b) emphasis on the role of personal qualities and teacher beliefs in equipping an individual to make a successful transition to teaching; (c) the pervasive sense of culture shock that ACTs experience; (d) the emphasis on establishing a wide network of formal and informal mentors; and (e) the emphasis on learning the connection between classroom management and good instruction. The study concluded that the general patterns of practice supporting ACTs in the high school educational environment can be organized into the following categories: (a) blending theory and practice by infusing university expertise into the schoolhouse; (b) promoting formal and informal mentoring; and (c) differentiating support to meet the special needs of ACTs. / Ed. D.

The purpose of this study was to determine whether students taught by certified teachers and those taught by uncertified teachers had significantly different achievement on a state Algebra I End of Course examination. The specific research questions were: (1) Does type of teacher certification impact Algebra I End of Course (EOC) Exam scores for high school freshman when controlling for students' past mathematics success as measured by 8th grade TAAS mathematics test scores and teachers' years of experience? (2) Does type of teacher certification impact Algebra I End of Course (EOC) Exam passage rates for high school freshman when controlling for students' past mathematics success as measured by 8th grade TAAS mathematics test scores, socio-economic status, ethnicity, gender, and teachers' years of experience? This research was conducted in a large north Texas suburban school district. The entire population (N=1,433) of freshman students enrolled in year-long Algebra I was included for this study. Three statistical tests were used in data analysis for the first question. Analysis of covariance using student as well as teacher as the unit of analysis and hierarchical multiple regression were used to analyze students' specific scores. Logistic regression was used for the second research question. This study found that students in classes with non-certified teachers scored eight points lower on the Algebra I EOC Exam than those in classes with certified teachers. However, when controlling for students' prior mathematics achievement and other variables, the difference was of no practical significance. There was no practical significance in a student's odds of passing the examination between students in certified teachers' classrooms and those in uncertified teachers' classrooms. The results of this study offer further understanding of the debate over type of certification.

The overarching purpose of the study was specifically designed to examine how teacher preparation programs contributed to novice teachers' sense of self-efficacy. The significance of this study related to how well teachers were prepared, based upon their preparation program. This qualitative methods study incorporated a research design consisting of phenomenological research. Eleven thematic findings derived based upon the participants' input after several series of data analysis and reduction, using a general deductive approach. Results showed many implications of how teacher preparation programs contributed to the participants' sense of self-efficacy. Major implications for teacher preparation programs and their impact on novice teachers are discussed, such as improvement measures for preparation programs, and opportunities to increase teacher effectiveness.

Alternative Certification Programs (ACPs) have been established in 47 states across the country, including Florida, to help alleviate the teacher shortage many public school districts have been experiencing during the last two decades. This teacher shortage has been reported to be more prevalent in areas where fully qualified and committed teachers are most needed. Current literature has identified areas such as inner-city schools, at-risk and minority students, bilingual education, math and physical sciences, and the special education field as the educational areas where the shortage is most significant. Faced with this dilemma, states have instituted ACPs as unconventional ways to attract and recruit potential teacher candidates from professional fields outside the profession of education and assist them in becoming fully certified and highly qualified teachers. The objective of any ACP is to provide an alternate way for an interested professional to become a teacher without going back to a college or university. Therefore, any ACP functions as a supplement to traditional college education programs in preparing prospective teacher candidates. The focus of this study is the Alternative Certification Programs established by the public school districts in the state of Florida as required by state statutes. It was designed to assess the effectiveness of such programs based on the perspectives, attitudes, and perceptions that selected public school principals have on these programs and on alternatively certified teachers. These principals were identified and selected by their respective school districts. A questionnaire, created in part by the researcher, was used to identify the perspectives, attitudes, and perceptions public school principals have on ACPs and alternatively certified teachers. Data on the different ACPs were collected directly from the different public school districts and from Internet Web sites established by the districts. The researcher contacted 67 Florida public school districts requesting information on their respective ACPs and asked them to select and identify three school principals who had experience with alternatively certified teachers to participate in a survey concerning their attitudes, perceptions, and perspectives about alternatively certified teachers and the alternative certification programs. The researcher asked that the three principals be selected one each from the grade levels of elementary, middle, and high school. Findings indicated that the alternative certification programs throughout the State of Florida are producing highly qualified teachers whose overall performance has been rated as equal to or better than that of newly hired traditionally certified teacher. These findings are based on the responses provided by the principals who completed and returned the 20-item questionnaire and on other existing literature and data on the state's alternative certification program. The overall impression from the principals' responses is that they are satisfied with the quality work and performance of their alternatively certified teachers.

The purpose of this study was to identify the perceptions of alternatively certified public K-12 teachers regarding their preparedness to teach and to identify key areas for training and administrative support needed for teacher retention. This basic qualitative study with elements of phenomenological design included a semi-structured focus group protocol in which 23 candidates participated in four focus groups. Study participants were provisionally licensed K-12 public school teachers in Virginia and represented elementary, middle, and high school teachers in both general and special education roles. Findings indicated that beginning teachers who have completed an alternative teacher certification program (ATCP) do not feel prepared for the teaching role and many have considered leaving the profession prematurely. Additionally, study findings indicate that ATCP teachers perceive that their training did not adequately prepare them for classroom management, working with parents, and managing the many responsibilities of a teacher, resulting in high levels of stress among provisionally licensed teachers. Data demonstrate that increased financial support for required coursework, a reduction in workload, mentoring programs, and more hands-on training will support ATCP teacher retention. Implications of this study's findings indicate that school, district, and state school leaders can positively impact ATCP teacher retention by implementing specific professional development programs, providing coaching and mentoring, and by adjusting ATCP training to better prepare their graduates for teaching in the areas of managing student behavior and working with parents. / Doctor of Education / The purpose of this qualitative study was to identify the perceptions of alternatively certified public K-12 teachers regarding their preparedness to teach and to identify key areas for training and administrative support needed for teacher retention. In this study, 23 candidates participated in four focus groups. Study participants were provisionally licensed K-12 public school teachers in Virginia and represented elementary, middle, and high school teachers in both general and special education roles, as well as school counselors, foreign language teachers, career and technical education, and business teachers. Findings from this study indicate that teachers who complete alternative teacher certification programs (ATCPs) perceive that they are unprepared when they begin teaching as a result of their training and many consider leaving the profession prematurely. Provisionally licensed teachers perceive they lack adequate training in areas including classroom management, academic instruction, and working with parents, resulting in high levels of stress and feeling overwhelmed. Findings from this study indicate that school, division, and state level educational leaders can provide coaching, mentoring, and professional development opportunities for ATCP teachers that will promote their retention. This study provides a lens through which to examine the experiences of ATCP teachers and understand their perceptions of their unique training and experiences so that they can be better prepared and supported by school leaders in order to remain in the profession. This study also recognizes the resiliency of ATCP teachers who overcome unique challenges in order to remain in their teaching role and positively impact student achievement.

The purpose of this research study was to explore how college alternative teacher certification (ATC) participants experience mentoring support. The goal was to obtain a rich and deep understanding of the nature of the mentoring experience in a college ATC program through the perspectives of mentees and their mentors. The ATC program was the Educator Preparation Institute (EPI). Semi-structured interviews were conducted. Eight individuals participated in the study, four were mentors and four were EPI students. A triangulated set of research methods for data collection and analysis was used, including member checks, validation forms, and peer reviews. All the interviews were transcribed; data was subsequently analyzed for patterns. The findings indicated that students believed, while the course work was clear and well structured, the fieldwork aspect of the program was not. The topic of fieldwork disconnect between the college and the host schools was repeatedly observed as a challenge by the EPI students and identified as lack of support. All eight of the EPI study participants discussed lack of time and span of control issues in their interviews. Some implications that surfaced from this study included the desire for more one-on-one time, eliminating confusion in arranging field experiences, and assistance in learning to direct their own experiences. Other implications that emerged from this study included offering diversified instruction to college EPI students, such as different courses depending on the intended grade level, and building a working relationship with the host schools that would expedite the training of the EPI students. Finally, more in-depth knowledge, and hands-on practice in the field was a perceived need by all the EPI students which calls for alterations in the EPI program design and number of faculty to operate each EPI program.

The reliance on alternative teacher certification to address teacher quality and quantity is an educational issue worthy of study because non-traditionally prepared teachers fill the nation's classrooms. This qualitative case study explored the experiences of secondary education teachers with no preservice training who earned a professional educator certificate in Alabama through the alternative baccalaureate-level program. The central research questions of this study related to the professional needs of alternatively certified teachers and how educational leaders supported those professional needs. The conceptual framework of this project study included the National Research Center for Career and Technical Education's differentiated induction model based on technical pedagogy and collegial support to address teacher quality and attrition. The qualitative data were gathered through a series of interviews with 6 alternatively certified secondary education teachers using specific protocols. Transcribed data were coded for a priori themes aligned to the research questions, and coded data were analyzed for trends and patterns. The results indicated that the participants perceived support from administrators and teacher leaders as important to their professional development and effectiveness. As a result of this study, a professional development training program was developed for the study site to assist educational leaders in providing an induction program. Implications for positive social change include for school and district administrators to have a better understanding of the challenges that alternatively certified teachers face; they may also appreciate the importance of providing administrator support to improve teacher effectiveness, retention, and ultimately student achievement.