Changing the Composition of Beginning Teachers: The Role of State Alternative Certification Policies

Autor/in	Redding, Christopher
Titel	Changing the Composition of Beginning Teachers: The Role of State Alternative Certification Policies
Quelle	In: Educational Policy, 36 (2022) 7, S.1791-1820 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Redding, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048211015612
Schlagwörter	Alternative Teacher Certification; State Standards; Beginning Teachers; Elementary Secondary Education; National Surveys; Teacher Characteristics; Educational Change; Minority Group Teachers; Teacher Qualifications; Diversity (Faculty); Schools and Staffing Survey (NCES); National Teacher and Principal Survey (NCES) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Bildungsreform; Lehrqualifikation
Abstract	Drawing on nationally representative data from six cohorts of beginning teachers from the Schools and Staffing Survey and the National Teacher and Principal Survey, this study applies a difference-in-differences research design to examine the relationship between changes to state-level alternative certification policies and the characteristics of new teachers. The introduction of alternate routes into teaching is associated with an increase in the fraction of new teachers of color in a state and the new teachers who graduated from selective colleges. No evidence was found of a relationship with the relative share of male teachers or teachers of in-demand subjects. (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