Understanding Implications of Varied State Policies Regarding Alternative Pathways to Licensure for Special Educators.
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| Title: | Understanding Implications of Varied State Policies Regarding Alternative Pathways to Licensure for Special Educators. |
|---|---|
| Authors: | Morgan, Joseph John1, Scott, LaRon A.2, Brendli, Katie3, Catherine, Evandra4 |
| Source: | Journal of Education Human Resources. Oct2024, Vol. 42 Issue 4, p499-529. 31p. |
| Subject Terms: | *Special education, *Teacher education, *Education policy, *Teacher recruitment, *Teacher retention |
| Abstract: | Alternative pathways to licensure (APL) programs have proliferated nationally as a potential solution to the ongoing critical shortage of qualified special education professionals. Although these programs attract more diverse teacher candidates, they have been criticized for a lack of preparation and support provided to new professionals. This likely exacerbates teacher shortages and contributes to the pervasive underachievement of students with disabilities. Additionally, due in part to wide variations in APL programs, limited research is available on the structure and subsequent impact of APL programs. To gain a landscape view of the ways policy shapes special education APL programs in the United States, the authors analyzed state policies and regulations that guide licensure requirements for special education APLs. To do this, they identified policy and regulation documents and analyzed them for themes related to APL requirements. The authors found wide variability nationally regarding entrance and completion requirements for APL participants, including testing and pedagogical requirements, field experiences, and employment status. This type of policy incoherence has implications for state and local educational agencies, researchers, teacher educators, and policymakers as they seek to evaluate APL programs and determine which structures will most effectively support the recruitment and retention of special educators. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184509225 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Understanding Implications of Varied State Policies Regarding Alternative Pathways to Licensure for Special Educators. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Morgan%2C+Joseph+John%22">Morgan, Joseph John</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Scott%2C+LaRon+A%2E%22">Scott, LaRon A.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Brendli%2C+Katie%22">Brendli, Katie</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Catherine%2C+Evandra%22">Catherine, Evandra</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+Human+Resources%22">Journal of Education Human Resources</searchLink>. Oct2024, Vol. 42 Issue 4, p499-529. 31p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+recruitment%22">Teacher recruitment</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+retention%22">Teacher retention</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Alternative pathways to licensure (APL) programs have proliferated nationally as a potential solution to the ongoing critical shortage of qualified special education professionals. Although these programs attract more diverse teacher candidates, they have been criticized for a lack of preparation and support provided to new professionals. This likely exacerbates teacher shortages and contributes to the pervasive underachievement of students with disabilities. Additionally, due in part to wide variations in APL programs, limited research is available on the structure and subsequent impact of APL programs. To gain a landscape view of the ways policy shapes special education APL programs in the United States, the authors analyzed state policies and regulations that guide licensure requirements for special education APLs. To do this, they identified policy and regulation documents and analyzed them for themes related to APL requirements. The authors found wide variability nationally regarding entrance and completion requirements for APL participants, including testing and pedagogical requirements, field experiences, and employment status. This type of policy incoherence has implications for state and local educational agencies, researchers, teacher educators, and policymakers as they seek to evaluate APL programs and determine which structures will most effectively support the recruitment and retention of special educators. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184509225 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/jehr-2022-0029 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 499 Subjects: – SubjectFull: Special education Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Education policy Type: general – SubjectFull: Teacher recruitment Type: general – SubjectFull: Teacher retention Type: general Titles: – TitleFull: Understanding Implications of Varied State Policies Regarding Alternative Pathways to Licensure for Special Educators. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Morgan, Joseph John – PersonEntity: Name: NameFull: Scott, LaRon A. – PersonEntity: Name: NameFull: Brendli, Katie – PersonEntity: Name: NameFull: Catherine, Evandra IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 2562783X Numbering: – Type: volume Value: 42 – Type: issue Value: 4 Titles: – TitleFull: Journal of Education Human Resources Type: main |
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