Literaturnachweis - Detailanzeige
| Autor/in | Childre, Amy L. |
|---|---|
| Titel | Preparing Special Educators Highly Qualified in Content: Alternative Route Certification for Unlicensed Teachers in Rural Georgia |
| Quelle | In: Rural Special Education Quarterly, 33 (2014) 1, S.23-31 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051403300105 |
| Schlagwörter | Special Education Teachers; Teacher Qualifications; Rural Schools; Alternative Teacher Certification; Poverty; Teacher Competencies; Blended Learning; Experiential Learning; Communities of Practice; Pedagogical Content Knowledge; Educational Technology; Technology Uses in Education; Recruitment; Course Content; Disabilities; Low Achievement; Student Diversity; Georgia Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut; Lehrkunst; Experiental learning; Erfahrungsorientiertes Lernen; Community; Pädagogische Kompetenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Recruiting; Rekrutierung; Kursprogramm; Handicap; Behinderung; Unterdurchschnittliche Leistung |
| Abstract | The shortage of highly qualified special educators is most pronounced in rural schools serving populations characterized by poverty, low achievement, disability, and cultural diversity. The result is often untrained teachers serving students with the greatest education needs. This article describes efforts by a university in rural middle Georgia to address the training needs of uncertified teachers through a high quality alternative route certification (ARC) program leading to both special education and content certification. Key program components, including blended instruction, extensive field-based assessments with supervision, learning community supports, and content training, are described along with implementation challenges and training outcomes. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 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: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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