The Need for Motivated and Highly Qualified Teachers in Alternative Education

Autor/inn/en	Lacey, Renee H.; Sobers, Marie R.
Titel	The Need for Motivated and Highly Qualified Teachers in Alternative Education
Quelle	In: International Journal on School Disaffection, 3 (2005) 2, S.33-38 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8497
Schlagwörter	Academic Achievement; Credentials; At Risk Students; Nontraditional Education; Teacher Qualifications; Public Schools; Best Practices; Limited English Speaking; Public School Teachers; Core Curriculum; Teacher Motivation; Federal Legislation; Success; Disabilities; Low Income Groups; Minority Group Students; Teaching Experience; Teacher Certification; Evening Programs; High School Equivalency Programs + Suchen Sie Ihr Suchwort? Schulleistung; Studienbuch; Non-traditional education; Alternative Erziehung; Lehrqualifikation; Public school; Öffentliche Schule; Kerncurriculum; Bundesrecht; Erfolg; Handicap; Behinderung; Evening studies; Evening class; Abendstudium
Abstract	The American "No Child Left Behind Act" of 2001 (NCLB) mandates that by the end of the 2005-2006 school year, all public school teachers teaching core subjects will hold at least a bachelor's degree, be fully licensed by the state and demonstrate knowledge in the subjects they are teaching in order that students have the maximum opportunity to meet and exceed high standards of performance. Research shows that many students who are placed in alternative education settings are made up of the same four sub-groups of students as those targeted in NCLB. Those subgroups are students who are low-income; from a racial/ethnic minority; have educational disabilities; or have limited English proficiency. Many alternative programs are, however, plagued with inexperienced teachers and those who lack teaching credentials. Additionally, it is not unusual for credentialed staff to be required to teach outside their fields in these programs. This article describes the connection between student success and a deliberately selected, highly qualified teaching staff, especially for students who are considered at risk of school failure. It highlights one public school alternative program where these highly qualified and motivated teachers employ best practices. The result is increased achievement, increased student success, and increased promise for program completion. (ERIC).
Anmerkungen	Trentham Books Ltd. Westview House 734 London Road, Oakhill, Stoke-on-Trent, Staffordshire, ST4 5TP, England. Tel: +44-1782-745567; Fax: +44-1782-745553; e-mail: tb@trentham-books.co.uk; Web site: http://trentham-books.co.uk/acatalog/The_International_Journal_on_School_Disaffection.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10