Literaturnachweis - Detailanzeige
| Autor/inn/en | Wojcik, Andrew J.; Hicks, Michelle; Scott, LaRon A.; Thoma, Colleen A.; Bowman, Rachel W.; Frazier, Regina |
|---|---|
| Titel | A Comparison of Service Time and Racial Categories within Traditional and Alternative Route Internship Programs for Special Education Licensure |
| Quelle | In: Teacher Education and Special Education, 46 (2023) 2, S.162-177 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Wojcik, Andrew J.) ORCID (Scott, LaRon A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0888-4064 |
| DOI | 10.1177/08884064221119166 |
| Schlagwörter | Special Education Teachers; Alternative Teacher Certification; Internship Programs; Minority Group Teachers; Racial Differences; White Teachers; Time; Teacher Recruitment; Teacher Persistence; Teacher Education Programs; Virginia |
| Abstract | We used 14 years of state licensure and classroom data from Virginia to follow 19,878 special education teachers (SETs) who completed either the alternative route (AR) internship or traditional programs. Findings reveal that a greater percentage of SETs of color participated in AR programs compared to traditional licensure programs, while a greater percentage of White SETs completed traditional programs. SETs of color attained approximately three fewer years of service time if they completed the AR program compared to traditional programs. For White SETs, a difference of less than 1 year was found. For SETs from AR programs who did not complete 27 credit hours of university coursework, attrition occurred at higher rates within the first 3 years of service. Implications for future research on AR internship programs and teachers of color are provided, informing both policy and practice. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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