The Expanding Role of LEAs in Special Education Teacher Preparation: The View from a Local School District

Gaynor, John F.; Little, Mary E.

doi:10.1177/088840649702000402

Cited by 5 publications

(5 citation statements)

References 28 publications

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“…Program Evaluations. We found six program evaluations (Burstein & Sears, 1998;Edelen-Smith & Sileo, 1996;Epanchin & Wooley-Brown, 1993;Evans, 2002;Gaynor & Little, 1997;Rosenberg & Rock, 1994) and review them in this section. Table 1 highlights those involved in the design of the programs, critical instructional features, and the outcome measures used in each of the program evaluations.…”

Section: Special Education Researchmentioning

confidence: 99%

“…With the exception of the VCAAP program (Gaynor & Little, 1997), each of the programs used both IHE supervisors and building-based mentors. In both the ALTCERT and California On-The-Job programs (Burstein & Sears, 1998;Rosenberg & Rock, 1994), for example, explicit criteria guided the selection of mentors, and mentors were provided with ongoing training throughout the programs.…”

Section: Ihe Supervision and Building-based Mentor Supportmentioning

confidence: 99%

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The Proliferation of Alternative Routes to Certification in Special Education

Rosenberg

Sindelar

2005

J Spec Educ

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In this article we review research on alternative routes to certification (ARC) in special education. First, ARC is defined, and the confluence of factors that has hastened its growth and popularity, particularly in specialized, high-need areas such as special education, is discussed. Second, available research in the area of ARC in special education is summarized, with particular attention to the efficacy of the various approaches and programs and to the process and outcome variables used to assess program impact. Third, programmatic features associated with successful ARC programs are described, and what remains unknown about ARC programs is discussed. We conclude with a series of recommendations for policymakers and teacher educators.

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Section: Special Education Researchmentioning

confidence: 99%

Section: Ihe Supervision and Building-based Mentor Supportmentioning

confidence: 99%

The Proliferation of Alternative Routes to Certification in Special Education

Rosenberg

Sindelar

2005

J Spec Educ

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“…In fact, what we know about the outcomes of alternative certification programs suggests they are most effective when planned and implemented by schools and universities in collaboration (Sindelar, Rennells, Daunic, & Eno, 1997). Some districts that have attempted to implement such programs on their own recognize the importance of this collaboration (Gaynor & Little, 1997).…”

Section: Postsecondary Educationmentioning

confidence: 99%

The Impact of Market Driven Higher Education Practices on Professional Teacher Development

Rosenberg

Sindelar

1998

Teacher Education and Special Education: The Journal of the Tea

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In this paper we describe the growth of private sector involvement in the delivery of postsecondary education, the potential impact of this growth on mainstream IHEs, and the impact of these changes on the development of general and special education teachers. It is our contention that the proliferation and effects of for-profit, convenience-type approaches to postsecondary education run counter to efforts aimed at the improvement and reform of teacher preparation and professional development. In fact, we believe that the movement toward a more corporate approach to activities and governance in the higher education community is antithetical if not hostile to the agenda of teacher education reform. As part of this initial TESE Associate Editor's exchange, we invite comment on this critical issue. ecent articles in a number of professional nd popular publications have highlighted some rather stark realities regarding how postsecondary education is being redefined in the academic marketplace. Although most academics are just beginning to wrestle with concepts such as intellectual property rights and entrepreneurship, as well as the notion that knowledge is a marketable commodity, other more business-minded individuals have already staked a rather large claim to the world of postsecondary education. Specifically, the past few years have seen the rapid growth of for-profit corporations engaged in the delivery of both undergraduate and graduate education programs. In the not too recent past, these programs, typically advertised on matchbooks, billboards, and subways, as well as in the education supplements of newspapers, were peripheral to mainstream college and university programs. These programs were aimed at the &dquo;working professional,&dquo; an individual characterized as being too busy to attend traditional classes, yet seemingly able to complete work independently in the comfort of the home or workplace. Traditional colleges and universities, offering academic degrees, accredited programs, and recognized certificate programs had little to fear from such operations; they were small, often unaccredited, and typically held in low esteem by the general public. Moreover, direct contact with students was minimal, and there was a sense that these primitive distance education efforts for busy professionals were little more than degree factories operating out of obscure post office boxes.Times have changed. For-profit companies offering postsecondary education and at UNIV OF PENNSYLVANIA on June 15, 2015 tes.sagepub.com Downloaded from

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“…One particularly promising approach for recruiting more diverse teacher candidates and improving retention rates involves training paraprofessionals. Districts typically offer these "step-up" programs in collaboration with campusbased teacher education programs (Epanchin & Wooley-Brown, 1993;Gaynor & Little, 1997). To date, programs of this sort described in the literature are "alternative" only in the sense of student demographics and the venues at which courses and field experiences are offered.…”

Section: Programs For Paraprofessionalsmentioning

confidence: 99%