Increasing minority representation in the teaching profession through alternative certification: A case study

Brennan, Sharon; Bliss, Traci

doi:10.1080/08878739809555182

Cited by 8 publications

(6 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One strategy is to recruit and prepare many more prospective teachers of color. The literature contains numerous descriptions of such programs (Becket, 1998;Brennan & Bliss, 1998;Dillard, 1994;Littleton, 1998;Love & Greer, 1995;Shade, Boe, Garner, & New, 1998;Torres-Karna & Krustchinsky, 1998;Yopp, Yopp, & Taylor, 1992) but little follow-up research of their impact on schools. For example, Shade et al (1998) described EC3, an alternative teacher certification program for prospective teachers of color, created through collaboration between two higher education institutions.…”

Section: Recruitment and Selection Of Preservice Studentsmentioning

confidence: 99%

Preparing Teachers for Culturally Diverse Schools

Sleeter

2001

Journal of Teacher Education

1,240

230

View full text Add to dashboard Cite

This article reviews data-based research studies on preservice teacher preparation for multicultural schools, particularly schools that serve historically underserved communities. In this article, the author reviews 80 studies of effects of various preservice teacher education strategies, including recruiting and selecting students, cross-cultural immersion experiences, multicultural education coursework, and program restructuring. Although there is a large quantity of research, very little of it actually examines which strategies prepare strong teachers. Most of the research focuses on addressing the attitudes and lack of knowledge of White preservice students. This review argues that although this is a very important problem that does need to be addressed, it is not the same as figuring out how to populate the teaching profession with excellent multicultural and culturally responsive teachers.

show abstract

Section: Recruitment and Selection Of Preservice Studentsmentioning

confidence: 99%

Preparing Teachers for Culturally Diverse Schools

Sleeter

2001

Journal of Teacher Education

1,240

230

View full text Add to dashboard Cite

show abstract

“…Some researchers have compared the quality of traditionally certified teachers versus alternatively certified teachers, e.g., comparing teacher knowledge and expertise with student learning (Ballou & Podgursky, 2000; Darling‐Hammond, 2000; Shen, 1997). Others have concerned themselves with the motivation behind their interest in a teaching career and how these motivations affect their retention in the profession (Birkeland & Peske; 2004; Brennan & Bliss, 1998; Zeichner, 2003). For example, Birkeland and Peske's compiled literature review of research on ATCPs for the National Education Association includes 90 studies, almost all of which was published from the late 1990s through 2004.…”

mentioning

confidence: 99%

Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program

Demir

Abell

2010

J Res Sci Teach

View full text Add to dashboard Cite

The purpose of this phenomenographic study was to: (a) gain an understanding of the meaning of inquiry held by beginning science teachers and their instructors in an Alternative Teacher Certification Program (ATCP); and (b) compare science teachers' views of inquiry with what they learned in their ATCP. Participants were four beginning science teachers and two faculty members involved in teaching science methods courses in the ATCP. Semi-structured interviews, classroom observations, field notes, and written materials were the data sources. The primary data sources for the study were six to15 hours of classroom observation of teaching and learning and approximately 8 hours of interviewing with each teacher. Interviews with each faculty member were also completed. These interviews required 60-75 minutes. A phenomenological data analysis approach [Uljens, M. (1996). On the philosophical foundation of phenomenography. In G. Dall'Alba & B. Hasselgren (Eds.), Reflections on Phenomenography-Toward a methodology? (pp. 105-130). Göteborg: Acta Universitatis Gothoburgensis] was used to complete qualitative analyses and categorical summaries of the data. The results showed that the teachers held rather incomplete views of inquiry-based teaching [National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press], and these views were highly discrepant with the views of teacher education faculty. Implication of the findings for science teacher education and future research on the development of inquiry-based practices are discussed. ß

show abstract

“…Teacher retention is even more critical for teachers representing minority populations. The teaching force is predominately White (approximately 85%) and female (Brennan & Bliss, 1998) while proportions of ethnic and racial minority groups continue to grow (Racial/Ethnic Enrollment in Schools, 2021). These two complicated issues emphasize the importance of recruiting and retaining minority teachers to create greater racial and ethnic congruence between students and their teachers (Brennan & Bliss, 1998).…”

Section: Improving Equity With Structural and Interpersonal Strategies And Solutionsmentioning

confidence: 99%

“…Novel approaches to diversify the teaching force should be initiated and potentially coordinated across the public school systems and teacher training university programs. Examples of these efforts include alternative certification programs for teacher candidates and improved local recruitment efforts across community and state colleges and universities (Brennan & Bliss, 1998). In fact, measured differences across teacher morale, participation in decision making, and shortages between White-majority and White-minority schools (Cheema & Hamilton, 2017) could be moderated by improving minority teacher representation, thus increasing the potential to retain minority teachers after investing in education and recruitment efforts.…”

Section: Improving Equity With Structural and Interpersonal Strategies And Solutionsmentioning

confidence: 99%

Not Separate but Not Equal: Improving Equity in Discipline in Racially and Ethnically Diverse School Settings

et al. 2021

View full text Add to dashboard Cite

Educational inequities leading to deleterious outcomes and related to discipline continue within racially and ethnically diverse schools for a myriad of reasons. Districts and schools require deliberate planning and systems change prioritized by educational administrators to address both interpersonal and structural racism and biases. This article outlines a blueprint that leverages the positive behavioral interventions and supports framework in completion of the following: (a) code of conduct revisions, (b) data analysis, (c) cultural and implicit bias awareness, and (d) culturally responsive hiring, training, and teaching.

show abstract

Increasing minority representation in the teaching profession through alternative certification: A case study

Cited by 8 publications

References 3 publications

Preparing Teachers for Culturally Diverse Schools

Preparing Teachers for Culturally Diverse Schools

Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program

Not Separate but Not Equal: Improving Equity in Discipline in Racially and Ethnically Diverse School Settings

Contact Info

Product

Resources

About