Providing Qualified Teachers for Urban Schools: The Effectiveness of the Accelerated Collaborative Teacher Preparation Program in Recruiting, Preparing, and Retaining Teachers

Autor/inn/en	Burstein, Nancy; Czech, Maria; Kretschmer, David; Lombardi, Judy; Smith, Christine
Titel	Providing Qualified Teachers for Urban Schools: The Effectiveness of the Accelerated Collaborative Teacher Preparation Program in Recruiting, Preparing, and Retaining Teachers
Quelle	In: Action in Teacher Education, 31 (2009) 1, S.24-37 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
Schlagwörter	Credentials; Urban Schools; Special Education Teachers; Teacher Qualifications; Teacher Recruitment; Teacher Persistence; Teacher Education Programs; Program Effectiveness; Elementary School Teachers; Secondary School Teachers; Outcomes of Education; Field Experience Programs; Teaching Skills; California + Suchen Sie Ihr Suchwort? Studienbuch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; Lehrerrekrutierung; Elementary school; Grundschule; Volksschule; Lernleistung; Schulerfolg; Praxisnahes Lernen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kalifornien
Abstract	This article examines the effectiveness of a 1-year full-time credential program in recruiting, preparing, and retaining elementary, secondary, and special education teachers for urban schools. The program was designed to restructure teacher education as a shared school-university responsibility and to reflect best teacher preparation practices that address the diverse needs of students in urban communities. Demographic and survey data were gathered from 6 years of program graduates. Findings indicate that the program recruited 554 candidates over 6 years, with 94% completing it; 43% were hired in the urban school district where they were trained; and at the end of 5 years of teaching, retention averaged 74%. Overall, graduates reported satisfaction with their preparation and teaching careers and discussed the most helpful aspects of their preparation. Implications are discussed regarding the design and components of a school-university credential program that enhance the preparation of high-quality teachers for urban schools. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10