The following are the purposes of the study: 1. To obtain a basis for evaluation of certification of physical education teachers. 2. To compare certification standards of Texas with those of the other southern states. 3. To develop a better understanding of the standards set by the Texas Education Agency for physical education. 4. To gain a better understanding of the standards recommended by the American Association for Health, Physical Education and Recreation.

No description available.

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.

No description available.

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.

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.

The purpose of this study was twofold. The first major purpose was to determine if Occupational Orientation teachers perceived the required certification courses to be useful in helping them provide the instruction necessary to prepare young people to make tentative choices about the world of work. The second major purpose of this study was to provide this information to the teacher educators and personnel at the Texas Education Agency, so that it might be used to modify the content of these certification courses so that they will be more relevant to the needs of Occupational Orientation teachers.

The competences of project managers are a vital role in projects success. An exten-sive literature survey was conducted to determine the constitution of an adequate knowledge base for would-be project managers. A detailed literature study was conducted. The literature review discussed how to assess project management competencies. Technical skills and social cultural skills were identified from the literature review. A comprehensive list of criteria was used to generate the critical success factors.Based on the critical success factors that were obtained from the literature in the content for the knowledge base was constructed. This research then started to address what constitutes certification requirements. Certification programs were identified globally for the study. This study identified what the certification programs offered. This research started by proposing a knowledge base and using the “grounded theory approach” used content analysis to compare the proposed knowledge base with project management certification programs. The study concluded with recommendations on the gaps that exist in project man-agement certification programs.

International Telemetering Conference Proceedings / October 25-28, 1999 / Riviera Hotel and Convention Center, Las Vegas, Nevada / Instrumentation antennas installed on missiles and airborne targets are required to be tested and certified prior to flight. The antenna coupler is a means of certifying that the antenna is in proper working condition prior to deployment, as damage to the antennas may have occurred during transportation or installation. This coupler also provides a low cost means to evaluate and monitor the antenna throughout the various stages of design and assembly. These antennas can contain arrays for telemetry, beacon tracking, global positioning systems and flight termination. A failure by any one of these arrays could result in the loss of data or improper operation of the flight vehicle. Description of the design and function of antenna couplers will be discussed.