A Model for Recruitment and Retention of Minority Students in Teacher Preparation Programs

Abstract

The authors provide a comprehensive model for planning, implementing, and maintaining an institutional effort to re cruit and maintain minority students in teacher education programs. Significant factors in planning a recruitment pro gram and suggestions for making the recruitment model institution-specific are discussed. Activities are suggested for each of the eight functions in the model.

Recruiting and Training Minority Teachers: Student Views of the Preservice Program

“…Other recent research appears to corroborate these observations (Alston et al, 1989;Middleton et al, 1993).…”

Critical Factors Affecting the Success of Paraprofessionals in the First Two Years of Career Ladder Projects in Colorado

“…The design and model for the two career ladder projects in Colorado are based on the research of Middleton, Mason, Stilwe, and Parker (1988). These alternative approaches include hiring emergency credentialed teachers and tapping the pool of currently employed paraprofessionals who assist nonbilingual teachers in meeting the linguistic and cultural needs of LEP students.…”

“…The program features, as written into the original grant applications and subsequently funded by the U.S. Department of Education, are based on four principles for developing successful training programs for paraprofessionals (Middleton et al, 1988), as well as features from a successful program, the Latino Teacher Training Project (Genzuk & Baca, 1998). The program features, as written into the original grant applications and subsequently funded by the U.S. Department of Education, are based on four principles for developing successful training programs for paraprofessionals (Middleton et al, 1988), as well as features from a successful program, the Latino Teacher Training Project (Genzuk & Baca, 1998).…”

A Partnership to Alleviate Special Education Teacher Shortages: University and Public School Collaboration

“…The creative efforts of individuals in IHEs and LEAs can, for example, address many of the challenges involved in the recruitment, development, and retention of special education teachers. Among those who do pursue careers in special education, there is a striking underrepresentation of individuals from minority groups (e.g., Franklin & James, 1990;Middleton, Mason, Stilwell, & Parker, 1988). National reports (e.g., NASDE, 1985;USDOE, 1990) have indicated that this need is particularly acute for teachers of students with emotional and learning problems.…”