The Chronic and Increasing Shortage of Fully Certified Teachers in Special and General Education

Boe, Erling E.; Cook, Lynne

doi:10.1177/001440290607200404

Cited by 93 publications

(84 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given that extensive teacher preparation is designed to produce graduates who will satisfy full certification requirements set by states (NASDTEC, 2003), it might seem surprising that substantially less than 100% of beginning SETs and GETs were not fully certified. This is to be expected, however, because our definition is "fully-certified in a teacher's main teaching assignment," whereas many teachers are fully certified, but in some other teaching assignment (Boe & Cook, 2006). Similarly, a large percentage of teachers are given a main teaching assignment that is out of the field of their degree major (see results in Table 1 for the teaching assignment variable).…”

Section: Do Teacher Qualifications Vary By Amount Of Teacher Preparatmentioning

confidence: 92%

Does Teacher Preparation Matter for Beginning Teachers in Either Special or General Education?

2007

Self Cite

View full text Add to dashboard Cite

The current U.S. Department of Education (USDOE) emphasis on the preparation of teachers in content knowledge, and de-emphasis on pedagogy and teaching practicums, constitutes a major issue concerning how best to prepare a sufficient supply of highly qualified teachers. By contrast, federal policy represented by the 2001 No Child Left Behind Act (NCLB) emphasizes both full certification and content knowledge. Our research was based on data from the Schools and Staffing Survey for beginning teachers in both special and general education (separately). Results showed that extensive preparation in pedagogy and practice teaching was more effective than was only some or no preparation in producing beginning teachers who (a) were fully certified, (b) secured in-field teaching assignments, and (c) reported being well prepared to teach subject matter and well prepared with respect to pedagogical skills. Thus, contrary to the USDOE perspective emphasizing preparation in content knowledge, extensive preparation in pedagogy and practice teaching contributed to the attainment of the two key NCLB indicators of a highly qualified teacher: full certification and in-field teaching. AbstractThe current U.S. Department of Education (USDOE) emphasis on the preparation of teachers in content knowledge, and de-emphasis on pedagogy and teaching practicums, constitutes a major issue concerning how best to prepare a sufficient supply of highly qualified teachers. By contrast, federal policy represented by the 2001 No Child Left Behind Act (NCLB) emphasizes both full certification and content knowledge. Our research was based on data from the Schools and Staffing Survey for beginning teachers in both special and general education (separately).Results showed that extensive preparation in pedagogy and practice teaching was more effective than was only some or no preparation in producing beginning teachers who (a) were fully certified, (b) secured in-field teaching assignments, and (c) reported being well prepared to teach subject matter and well prepared with respect to pedagogical skills. Thus, contrary to the USDOE perspective emphasizing preparation in content knowledge, extensive preparation in pedagogy and practice teaching contributed to the attainment of the two key NCLB indicators of a highly qualified teacher: full certification and in-field teaching.

show abstract

Section: Do Teacher Qualifications Vary By Amount Of Teacher Preparatmentioning

confidence: 92%

Does Teacher Preparation Matter for Beginning Teachers in Either Special or General Education?

2007

Self Cite

View full text Add to dashboard Cite

show abstract

“…This model is sometimes practiced with the help of a clinical experiences staff person and sometimes not (Prater & Sileo, 2002, 2004. Since most schools employ only a few special education teachers at best and perhaps as many as half of those are either novices in their first few years of teaching or out-offield aspiring special educators (e.g., Boe & Cook, 2006), it can be very difficult to find enough quality field sites to meet every student's needs (Epanchin & Colucci, 2002;Jenkins et al, 2002). Moreover, research on teacher attrition in special education has consistently shown that the number of teaching vacancies that occur each year far outstrips the number of newly qualified graduates prepared to occupy those positions and that many of those who leave their classrooms each year are seasoned veterans (McLeskey & Billingsley, 2008).…”

Section: The Challenges To Community Building Field Experience and Prmentioning

confidence: 99%

“…Teacher isolation and lack of access to quality professional development highlight the need for building supportive networks among special educators at every level of practice (Boe & Cook, 2006), for it seems impossible to imagine how anyone can practice the pedagogy of inclusion and experience isolation at the same time (Hardman, 2012). Formal and informal networking breaks down isolation and facilitates continuing professional development by creating authentic forums for collaboratively thinking through problems with practice from inside the practice itself (Billingsley, 2004;McLeskey & Waldron, 2000;Smith & Ingersoll, 2004).…”

Section: Developing a Collaborative Culture Of Learningmentioning

confidence: 99%

How Pedagogy 2.0 Can Foster Teacher Preparation and Community Building in Special Education

Hardman

2015

View full text Add to dashboard Cite

This paper describes how one teacher educator used action research methodology to investigate the feasibility of using Web 2.0 technology to build a virtual professional learning community (PLC) in special education to support the preparation of highly qualified special education teachers. Study participants included 218 pre-service and in-service teachers who joined the virtual PLC over a four-year period. Data were collected using two Web 2.0 tools, wiki and Ning, and analyzed to evaluate the degree to which the virtual community met the essential characteristics of a PLC. The results showed that 200 of the 218 graduate students who joined the PLC as graduate students continued their membership after graduation but participated in community work as observers only, rarely if ever contributing anything to community growth and development. The implication of the results are discussed with respect to the importance of preparing teachers for service in today's modern 21 st Century academically diverse, inclusive learning communities.

show abstract

“…The magnitude of the chronic shortage of fully certified SETs for students aged 6-21 years with disabilities can also be viewed by contrasting the shortage of SETs with that of GETs. Available evidence suggests that, for students in grades K-12, the shortage of fully certified GETs stood at 10.5% (based on 1999/2000 SASS data), whereas the comparable shortage of SETs stood at 13.7% (also based on 1999/2000 SASS data, adjusted upward by 1.1% to account for vacant positions (Boe & Cook, 2006).…”

Section: Trends In Teacher Shortagementioning

confidence: 99%

“…Accordingly, this research capitalizes on the potential of DANS to provide unique insights into the supply, demand, and shortage of SETs. Other recent research with SASS capitalizes on its potential to provide such unique insights about SETs (e.g., Boe & Cook, 2006;Cook & Boe, in press). …”

mentioning

confidence: 99%

Long-Term Trends in the National Demand, Supply, and Shortage of Special Education Teachers

Boe

2006

J Spec Educ

Self Cite

View full text Add to dashboard Cite

With a focus on both teacher quality and quantity at the national level, this research examined longterm trends in the demand, supply, and shortage of special education teachers for 16 school years, from 1987/1988 through 2002/2003. These trends were based on data published in annual reports to Congress on the implementation of the Individuals with Disabilities Education Act by the Office of Special Education Programs, U.S. Department of Education. Rapid growth in teacher demand for students with disabilities aged 3-5 years was found, whereas the growth in teacher demand for students aged 6-21 years was more gradual and paralleled the rate of growth in teacher demand in general education. Although teacher demand was mostly satisfied by growth in the supply of fully certified teachers, the shortage of fully certified teachers for students with disabilities aged 6-21 years has been chronic since 1987/1988

show abstract

The Chronic and Increasing Shortage of Fully Certified Teachers in Special and General Education

Cited by 93 publications

References 10 publications

Does Teacher Preparation Matter for Beginning Teachers in Either Special or General Education?

Does Teacher Preparation Matter for Beginning Teachers in Either Special or General Education?

How Pedagogy 2.0 Can Foster Teacher Preparation and Community Building in Special Education

Long-Term Trends in the National Demand, Supply, and Shortage of Special Education Teachers

Contact Info

Product

Resources

About