Potential users of Keller's personalized college classroom method might find it impractical to provide student proctors from the ranks of those who had previously mastered the course material. An alternative is to let currently enrolled students proctor and tutor each other. Such a method imposes the burden of showing that its effectiveness is not a function of (1) student collaboration or (2) the effects of "practice" received by students who listen to the performance of others before their own performance. The present study compared students proctored by previously trained students (Control) with students who received proctoring from classmates (Experimental). Experimental group performance was superior to Control group performance. The effects of "practice" and collaboration were ruled out as determinants of the difference between groups. It is hypothesized that the superior performance of the Experimental students was related to their activities as proctors.

Increasingly local school districts are implementing alternative certification (AC) programs to alleviate the shortage of special education teachers. We situate special education AC programs in the context of an earlier AC movement in regular education, discuss important differences between the two, and attempt to clarify the terminology. Following a review of published reports of AC programs based in universities, state education agencies, and local school districts, we report the Volusia County Alternative Add-On Certification Program (VCAAP), emphasizing the importance of IHE collaboration in the development and progress of the program. We conclude with a discussion of necessity and collaboration, the paper's dominant themes, and suggest how the interplay of these themes can influence the future course of teacher education in special education.

No abstract

No abstract

No abstract