Current federal reforms require a highly-qualified teacher in every classroom to promote higher levels of student performance. In an attempt to provide a sufficient and sustainable number of highly qualified teachers in the workforce, alternative certification training programs have come alongside traditional college of education training programs. Proponents of alternative certification programs contend the process of on-the-job training will potentially address the problem of teacher shortages. However, opponents see these programs as an inadequate training process with future ramification for both teachers and students. As more and more classroom teachers are choosing alternative certification routes, there is growing uncertainty as to whether or not this is an effective way to train teachers. There is a substantial body of research that indicates a teacher's self efficacy beliefs can be an indicator of his or her performance in the classroom. Evidence demonstrates a relationship between teachers' beliefs about their personal ability to affect students' achievement and the outcomes of both the teachers' and the students' efforts (Tschannen-Moran & Woolfolk Hoy, 2007). By identifying strengths and weaknesses in self-efficacy beliefs, it is possible to provide interventions such as professional development or peer mentoring to increase an individual's sense of efficacy, which could then improve his or her teaching performance, and ultimately improve student achievement. The purpose of this research study was to identify and describe the differences between (1) the self-efficacy beliefs of teachers from traditional college of education programs and from alternative certification programs in order to identify patterns or correlations between type of training and teachers' sense of efficacy, and (2) the self efficacy beliefs of novice, experienced, and expert teachers in order to determine patterns or correlations between years of experience and teachers' sense of efficacy. This research study investigated the self-efficacy beliefs of 125 high school teachers in Brevard County, Florida, with either college of education training or alternative certification training and with either novice, experienced, or expert classroom teaching experience. The first part of the study analyzed teachers' responses to the 24 items on Tschannen-Moran and Woolfolk Hoy's Teachers' Sense of Efficacy Scale; the second part analyzed 6 researcher-designed items referring to teacher training programs and personal classroom experience. The three subscales that directed the items on the questionnaire were Efficacy for Student Engagement, Efficacy for Instructional Strategies, and Efficacy for Classroom Management. Factor analyses indicated 21 of the 24 items from the current research study loaded on the same three factors identified on the Teachers' Sense of Efficacy Scale. The 6 items created specifically for this study loaded into two factors identified appropriately as training program and classroom experience. A reliability analysis resulted in a total alpha coefficient of .9271 for the 24 items on the Teachers' Sense of Efficacy Scale for the 125 participants in the current research study which is consistent with an alpha of .94 in previous studies using the same scale. A total alpha coefficient of .6973 was determined for the 6 researcher-designed items. Findings from the t-tests and ANOVAs indicated that there was no relationship between self-efficacy beliefs of college of education trained teachers and alternative certification trained teachers; few relationships between novice, experienced, and expert teachers; and few interaction effects between type of teacher training and number of years of classroom experience. While the results of the study did not reveal statistically significant differences in the teacher groups, the teachers' responses and comments indicated personal classroom experiences created higher levels of self-efficacy than teacher training programs. Contrary to the researcher's expectations and conventional wisdom, both alternative certification teachers and novice teachers perceived themselves to be efficacious in the classroom. One possible explanation for the failure to reach statistically significant differences in the type of training and years of experience variables is that there simply are not distinct differences. Generally teachers with alternative certification training are immersed in programs that provide on-the-job training and support from a mentor, and as experts in their field of study, they exhibit self-assurance in their classroom behaviors. Commonly novices enter teaching with high expectations and they bring innovative practices and a fresh outlook to the classroom. Another possible explanation for the failure to reach statistically significant differences is the over-representation of some groups which could possibly have skewed the results. From the group of 125 participants, 86 teachers had college of education training while only 39 had alternative certification training. There were 79 expert teachers with ten or more years of experience, 35 experienced teachers with four to nine years, and only 11 novice teachers with three or less years. While the results of the research study did not offer statistically significant differences in the groups of teachers, there is much practical significance to be gained for district and school-level personnel in planning professional development opportunities. By identifying the strengths and weaknesses in teachers' self-efficacy beliefs, professional development and peer support can be provided to address the unique needs of each teacher group. Recommendations were made for a synthesis of current practices from both college of education programs and alternative certification programs: a series of half-day internship experiences with relevant content coursework could be combined with on-the-job experience and mentoring support based on current alternative certification programs. This research study lacks generalizability, so further research should include middle school and elementary teachers, and teachers from other counties and states. Because teachers' self-efficacy beliefs are personal and not necessarily reflective of actual practice, an investigation of the relationship between perceived self-efficacy beliefs and observed classroom effectiveness should be investigated.

Qualitative research conducted in athletic training in the last two decades has increased but still lacks depth and breadth in pedagogy and education. This is especially evident in the multifaceted clinical education environment where diverse and alternat

This research was encouraged by the tremendous demand for teachers. Two million new teachers will be needed in the United States over the next decade. The teacher shortage has school administration, school boards, education agencies, and institutions of higher education investigating how to train and retain more teachers. Alternative certification programs have been developed to address the teacher shortage. This study examined the effectiveness of traditionally and alternatively certified teachers in two separate programs with regard to their self-efficacy, perception of their training, and their ExCET scores. Traditional candidates (10) and alternative candidates (74) were examined using survey research. According to this data on self-efficacy, perception of training, and ExCET passing rates, there is no significant difference between those teachers who receive traditional training and those who are trained in alternative certification programs.

In contrast to the diversity of students, the implementation of federal policies has created a push for standardization in pedagogy and curriculum that serve culturally and linguistically diverse students. Effects include narrowing of curriculum and pedagogy, proliferation of prescriptive literacy programs, increased high-stakes testing, and negative effects on teachers’ identity, autonomy, and desire to teach. Simultaneously, teaching prospective teachers how to construct culturally relevant curriculum and pedagogy is emphasized as a vital part of teacher preparation. However, research shows that even when teachers leave programs with preparation for culturally relevant teaching, initial jobs and local contexts shape and constrain teachers’ ideologies, agency, goals, and practice connected to teaching diverse students. In response to research, this study was designed to investigate how novice Teach For America teachers with an espoused culturally relevant pedagogy ideology implement a scripted literacy program in urban classrooms. A multiple case study design guided data collection and analysis. Data collection included interviews, observations, observation debriefs, visual representations, documents, and teaching artifacts. The data were analyzed using a constant comparative approach and Grounded Theory techniques. These teachers were constrained and influenced by several institutional and contextual factors, yet were able to negotiate their educational beliefs with the requirements of their mandated scripted literacy program to enact tenets of culturally relevant teaching. The findings suggest teacher preparation programs need to have a conceptual framework embedded in coursework and field experiences that empowers beginning teachers to negotiate the sociopolitical constraints of their school context to meet the needs of students.

In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) "just good teaching" strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers needed a pragmatic and less theoretical understanding of diversity during pre-service training. Participant tendency to draw upon "common sense", affective, and practical strategies in teaching ELL students in lieu of the state-mandated English language proficiency standards (ELPS) suggests AC programs should have teachers articulate and discuss their beliefs about ELL instruction in order to provide training targeted towards misconceptions about language development, particularly in science.

The purpose of this mixed method study was to examine teacher self efficacy and culturally responsive self efficacy of in-service Hispanic teachers teaching in high priority schools which serve large percentages of students of color with respect to the teachers' route to certification (alternative or traditional). This study also personal narratives to explore highly effective both alternatively and traditionally certified inservice teachers. The three guiding research questions for this mixed method study were: 1. What are teacher efficacy beliefs of alternatively certified teachers and traditionally certified Hispanic teachers who work in high priority schools serving Hispanic students? 2. What are culturally responsive beliefs of alternative certified teachers and traditionally certified Hispanic teachers who work in high priority schools serving Hispanic students? 3. What are the voices of highly effective alternative certified teachers and traditionally certified Hispanic teachers who work in high priority schools serving Hispanic students?Participants in the quantitative portion of the study were 90 middle and high school in-service teachers teaching in high priority schools in the Texas/Mexico borderlands of South Texas. The participants (N=4) in the qualitative portion of the study were purposively drawn from the quantitative participants. Findings of the study were derived from the use of two questionnaires (Teacher Self Efficacy Scale & Culturally Responsive Teacher Self Efficacy Scale) and an in-depth semi-structured interview with four participant in-service teachers. The major findings in this study were: 1. There are no significant differences in teacher self efficacy between alternatively certified teachers and traditionally certified teachers. 2. There are no significant differences in culturally responsive teacher self efficacy between alternatively certified teachers and traditionally certified teachers. 3. Sample population of Hispanic teachers scored themselves as having high teacher self efficacy and culturally responsive self efficacy. 4. The themes from teachers participating in the narrative portion of the study were: (a) high levels of teacher expectations, (b) effective school/parent relationships, (c) effective use of previous work experience, (d) utilization of the funds of knowledge of the students, (e) effective teacher/student connection, and (f) consistent use of self reflection.

The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues. The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisfaction in 21 central Kentucky school districts. The focus was the relation among special education teacher’s degree of efficacy in the early years of their careers (zero to five), degree of job satisfaction, and their certification type in special education (alternative vs. traditional). The secondary purpose was to examine the interrelation among teacher efficacy, number of years in the profession, degree of job satisfaction, gender, type of classroom, and area of certification in special education. The degree of teacher self-efficacy is linked to increased student outcomes and achievement, extent of planning, implementation of new ideas, enthusiasm, commitment, and increased patience with struggling students. The Teacher Sense of Efficacy Scale was utilized to measure teacher efficacy. The Brayfield Rothe Job Satisfaction Index (1951) as modified by Warner (1973) was employed to measure the affective factors of job satisfaction. A demographic questionnaire developed by the researcher gathered information from the respondents. The study hypothesis assumed that teacher efficacy, specifically teacher self-efficacy, was lower in early career special education teachers who were pursuing or had recently completed certification through alternative programs. Analysis of the data indicates there is no significant difference between special education teachers who have completed alternative certification programs and their traditionally certified counterparts in terms of their degree of self-efficacy. Responses from the Job Satisfaction Survey indicated both groups of special education teachers are satisfied with their jobs.

The purpose of the study was to explore the problems of first three-year classroom teachers who graduated from regular teacher education programs and alternative certificate programs. The study also aims at examining the problems in relation to the type of certification, gender, cities they work in, institutions they graduated from, age, graduation year, recruitment year, teaching practice, number of teachers in the schools, class size, and type of classroom they teach. The subjects of this study were elementary school classroom teachers, from Ordu, Samsun and Sinop. A total of 300 teachers in these cities were ! asked to fill out a questionnaire. Of the 300 teachers, 275 teachers (128 females, 147 males) completed and returned the questionnaires. The researcher for the purpose of data coll! ection prepared a questionnaire that consisted of a 19-item de! mographi c data sheet, and 24-item five points Likert type questionnaire. The collected data was analyzed by using descriptive statistics such as frequencies, percentages, means and standard deviations, as well as t test, and ANOVA. The findings indicated that classroom teachers mostly face problems in teaching compound classes, applying, and understanding the body of current laws, rules and regulations, teaching the reading and writing to elementary school students, in developing supporting teaching materials and in getting students participate to the course. The findings also indicated that the alternative certification teachers experience more professional problems than the regular education teachers. It was observed that gender,! city, teaching practice, number of teachers in the school, cl! ass size , and type of classroom they teach did not affect the problems experienced by the teachers.

abstract: Facing a teacher shortage in math, science, and language arts secondary courses, a suburban, unified, K-12 district partnered with a university in the southwest to create a program for alternatively certified teachers. This specialized program permitted candidates to teach with an intern certificate while completing university coursework leading to certification. During this timeframe, the researcher-practitioner of this study created an alternative teacher induction program focused on cycles of action research. The model was created to capitalize on the content knowledge and work experience of alternatively certified teachers in order to inspire innovation by offering a district-based induction centering on cycles of action research. In the teachers' third year, each teacher conducted action research projects within the framework of Leader Scholar Communities which were facilitated by mentor teachers from the district with content expertise. This study examines the effects of such a model on teachers' identities and propensity toward transformative behaviors. A mixed methods approach was used to investigate the research questions and to help the researcher gain a broader perspective on the topic. Data were collected through a teacher efficacy survey, questionnaire, focus groups, semi-structured interviews, observations, and electronic data. The results from the study indicated that the participants in the study exhibited signs of professional teaching identity, especially in the constructs of on-going process, relationship between person and context, and teacher agency. Additionally, the participants referenced numerous perspective transformations as a result of participating in cycles of action research within the framework of a Community of Practice framework. Implications from this study include valuing alternatively certified teachers, creating outcome-based teacher induction programs, and replicating the T3IP model to include professional development opportunities beyond this unique context. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

abstract: Growing popularity of alternatively certifying teachers has created challenges for teacher preparation programs. Many non-traditional routes into classroom include no full-time mentor teacher. Absence of a mentor teacher in the classroom leaves teachers with a deficit. This study follows ten teachers on the intern certificate enrolled in both an alternative certification teacher preparation program and the Teach for America organization as they pursue a master's degree in education and state teaching certification from a large southwestern university. The five randomly chosen for the treatment group and the control group contained 1 male and 4 female teachers, some of whom teach at public schools and others at charter schools. All were secondary education language arts teachers ranging in age from 22- 29. The treatment used in this study is a job-embedded, professional development, software tool designed to help teachers track their classroom practices called MyiLOGS. The purpose of this action research project was to study the effect using MyiLOGS had on six of the nine areas evaluated by a modified version of the Teacher Advancement Program evaluation rubric, alignment with Opportunity To Learn constructs, and the tool's influence on the efficacy of these first year teachers. The data generated from this study indicate that the MyiLOGS tool did have a positive effect on the teachers' TAP evaluation performances. Also, the MyiLOGS tool had a large impact on the teachers' instruction as measured by the constructs of Opportunity to Learn and their teaching self-efficacy. Implications suggested the tool was an asset to these teachers because they tracked their data, became more reflective, and self-sufficient. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2013