Evaluation of the 1991-1992 Special Education Professional in Training Program. OER Report.

Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Research.
Titel	Evaluation of the 1991-1992 Special Education Professional in Training Program. OER Report.
Quelle	(1994), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Elementary Secondary Education; Graduate Study; Higher Education; Preservice Teacher Education; Program Effectiveness; Program Evaluation; Special Education Teachers; Teacher Recruitment; Teacher Shortage; Training Allowances; Tuition Grants; Urban Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Programme evaluation; Programmevaluation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerrekrutierung; Lehrermangel; Training allowance; Ausbildungsbeihilfe; Tuition; Grants; Unterricht; Finanzielle Beihilfe; Stadtteilbezogenes Lernen
Abstract	The Special Education Professional In Training (SEPIT) program is a tuition assistance program designed to alleviate critical shortages of special education teachers and clinicians in New York City Public Schools. It gives individuals the opportunity to pursue post-baccalaureate study and obtain placement in bilingual and monolingual special education teaching and evaluation. The New York City Board of Education pays for each participant to obtain a maximum of 12 college credits in special education to qualify for a certificate as a Preparatory Provisional Substitute Teacher. In exchange for tuition assistance, each participant must sign a contract that indicates that he/she will provide a minimum of 1 year of service in a special education setting. This evaluation of the program found it to be successful in placing teachers in special schools. Of 46 respondents to a questionnaire, 45 had completed the program and worked in the New York City Public Schools. Overall, the participants rated the program highly. However, they asked that the Board of Education be more helpful and flexible with their job placement, be more prompt in paying their college tuition to avoid their receiving late fees, and be more efficient in processing paperwork. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC