What We Know and Don’t Know from Peer-Reviewed Research about Alternative Teacher Certification Programs

By Kenneth M. Zeichner, A. Schulte. 2001

196 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/8cd2f9b38e58abe42c62e6ef25caa5ba3b3d7e5f

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Citations in the corpus

Alternative Route Programs for Certification in Special Education: Program Infrastructure, Instructional Delivery, and Participant Characteristics (2007, methodology): “Indeed, most of what legislators often debate and what the education literature often reports (e.g., Goldhaber, 2004; Zeichner & Schulte, 2001) can best be characterized as the “secondary content model,” that is, programs that focus on contentspecific pedagogy for individuals with subject-area…”
Why Do They Stay? Elementary Teachers' Perceptions of Job Satisfaction and Retention (2008, methodology): “While assumptions are made that participants in alternative certification programs are more diverse, older, and include more males, this is largely context-specific, and there are no definitive trends in the literature ( Zeichner & Schulte, 2001 ).”
An Evaluation of Teachers Trained through Different Routes to Certification. Final Report. NCEE 2009-4043. (2009, background): “Studies have shown that AC programs enroll a higher percentage of minorities, particularly African Americans, than TC programs (Zeichner and Schulte 2001; Peterson and Nadler 2009).”
Deepening the exchange of student teaching experiences: implications for the pedagogy of teacher education of recent insights into teacher behaviour (2004, background): “Brown, Edington, Spencer, & Tinafero, 1989; Littleton & Larmer, 1998; Zeichner & Schulte, 2001 ).”
Meeting the Demand for Highly Qualified Special Education Teachers During Severe Shortages (2004, background): “One of the most well-documented aspects of alternative routes is their capacity for recruiting higher percentages of CLD teachers into both special and general education (Rosenberg & Sindelar, 2001; Zeichner & Schulte, 2001 ).”
The Supply of and Demand for Special Education Teachers (2004, background): “In 1983, only eight states had alternative teacher certification programs (Zeichner & Schulte, 2001).”
Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, background): “Obviously, the underlying rationale is that professionals can transform their content knowledge into pedagogical content knowledge without further training (Lannin et al., 2013; Schaefer, 1999; Zeichner & Schulte, 2001).”
Crossing horizons: Continuity and change during second-career teachers’ entry into teaching (2008, background): “In the USA, where alternative teacher education has a history of more than 20 years, the concept of ACPs or ‘‘alternative routes’’ has varied meanings (McCabe, 2004; Zeichner & Schulte, 2001).”
Feelings of Preparedness Among Alternatively Certified Teachers (2011, result): “These results confirm prior research, which showed that AC programs are acting to diversify the teaching force to some extent (see, for example, Zeichner & Schulte, 2001).”
Can Teacher Education Make a Difference? (2005, background): “In such a context, it is all the more important that decisions about reform be based on empirical evidence about the relationships between the processes and outcomes of teacher education programs (see Zeichner & Schulte, 2001).”