Are Teaching Effectiveness and Retention Influenced by Various Routes to Special Education Certification?
This study reviewed and interpreted the results of survey data that compared the self-perceived performance and self-efficacy on several dimensions tied to the CEC standards for teachers of students who access the individualized general education curriculum. Teachers prepared through traditional undergraduate approaches, post-baccalaureate certification options for general education teachers, and an alternative certification program were asked about job satisfaction, success rate on the Praxis II tests, and other factors related to retention. Although all three programs are designed with the same content standards established by the field (Council for Exceptional Children, 2003), there are some significant differences between them, e.g., the educational background of the students, the organization of the content into coursework, and the curriculum sequence and required field experiences. Survey results indicated some statistically significant differences among certification groups. Implications for program improvements are discussed.
Crites, Steven A. Dr.; Prather-Jones, Bianca; Bruno, Rachelle M.; and Walker, Stephen C.
"Are Teaching Effectiveness and Retention Influenced by Various Routes to Special Education Certification?,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 1:
1, Article 3.
Available at: https://digitalcommons.wku.edu/ktej/vol1/iss1/3