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US Voluntary Advanced Teacher Certification: Towards the Dakar Notion of EFA

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Title: US Voluntary Advanced Teacher Certification: Towards the Dakar Notion of EFA
Language: English
Authors: Rhoades, Jesse Lee (ORCID 0000-0002-4218-5088), Mays Woods, Amelia (ORCID 0000-0002-5090-7116), Fitzgerald, John, Trendowski, Thomas N., Ellison, Douglas
Source: Teacher Development. 2019 23(5):549-565.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Certification, Faculty Development, Access to Education, Predictor Variables, Teacher Salaries, Incentives, Self Determination, Teacher Motivation
DOI: 10.1080/13664530.2019.1657174
ISSN: 1366-4530
Abstract: In the year 2000, the World Education Forum developed the Dakar Framework, outlining strategies for the achievement of universal education. Among these strategies was to 'Enhance the status, morale, and professionalism of teachers.' Further, the 2014 Education for All (EFA) report indicated the necessity of 'investing in teachers.' The National Board for Professional Teaching Standards, a US-developed program, seems to meet these expectations through voluntary advanced certification. Policymakers later established completion incentives for National Board Certification (NBC). The purpose of this study was to describe National Board Certified Teachers and determine critical incentives for completion of NBC. Regression analysis indicated salary incentives are predictive of completion, explaining 20% of the variance. Overall, these results indicated that salary incentives have potential to be a compelling extrinsic incentive for voluntary professional development programs. Further, these findings suggest that similar programs within other nation-states may have comparable success through these incentive types.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1236114
Database: ERIC
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  Value: <anid>AN0140088066;ntd01nov.19;2020Jan02.12:26;v2.2.500</anid> <title id="AN0140088066-1">US voluntary advanced teacher certification: towards the Dakar notion of EFA </title> <p>In the year 2000, the World Education Forum developed the Dakar Framework, outlining strategies for the achievement of universal education. Among these strategies was to 'Enhance the status, morale, and professionalism of teachers.' Further, the 2014 Education for All (EFA) report indicated the necessity of 'investing in teachers.' The National Board for Professional Teaching Standards, a US-developed program, seems to meet these expectations through voluntary advanced certification. Policymakers later established completion incentives for National Board Certification (NBC). The purpose of this study was to describe National Board Certified Teachers and determine critical incentives for completion of NBC. Regression analysis indicated salary incentives are predictive of completion, explaining 20% of the variance. Overall, these results indicated that salary incentives have potential to be a compelling extrinsic incentive for voluntary professional development programs. Further, these findings suggest that similar programs within other nation-states may have comparable success through these incentive types.</p> <p>Keywords: Professional development; advanced certification; Dakar framework; UNESCO; voluntary advanced certification</p> <hd id="AN0140088066-2">Introduction</hd> <p>The United Nations Educational, Scientific, and Cultural Organization (UNESCO) in their 2015 Education for All (EFA) Global Monitoring Report discussed the 'essential nature of investing in teachers' (UNESCO [<reflink idref="bib37" id="ref1">37</reflink>], 196). This investment is soundly rooted in the UNESCO's explanation that 'To attract and retain good teachers, policy-makers need to improve teacher education, deploy teachers more fairly, provide incentives in the form of appropriate salaries, and create attractive career paths' (<reflink idref="bib196" id="ref2">196</reflink>). Of particular interest to the current study was the ninth strategy for achievement of EFA, outlined in the Dakar Framework for Action, which is to 'enhance the status, morale, and professionalism of teachers' (Barry, Brun, and Baeyens [<reflink idref="bib2" id="ref3">2</reflink>], 9). This strategy directly relates to the investment in teachers as a significant subgroup within the educational establishment. In the US, a voluntary advanced certification program for teachers has been developed that in many ways addresses strategies outlined by the EFA Global Monitoring Report.</p> <hd id="AN0140088066-3">The National Board for Professional Teaching Standards (NBPTS)</hd> <p>The United States Commission on Excellence in Education published a report titled <emph>A Nation at Risk</emph> in 1983 (CEE [<reflink idref="bib8" id="ref4">8</reflink>]). This report, which remains highly controversial, cited many issues with the US education system. Three years after the publication of <emph>A Nation at Risk</emph>, the Carnegie Commission ([<reflink idref="bib6" id="ref5">6</reflink>]) published an answer to the previous CEE report: <emph>A Nation Prepared</emph>. In this document, several prescriptions were made by the Carnegie Commission, one of which was the founding of a national certification board for the identification and certification of highly qualified teachers. Subsequently, the National Board for Professional Teaching Standards (NBPTS) was established and provided with US federal funding. This board, established in 1987, sought objective criterion for designating exceptional teaching (Berliner [<reflink idref="bib3" id="ref6">3</reflink>]; Bond et al. [<reflink idref="bib4" id="ref7">4</reflink>]). Among the founding principles of the NBPTS was the recognition and mediation of concerns addressed in 1983. To this end, during the past three decades, this organization has sought to improve education in the US by strengthening teaching as a profession.</p> <p>One of the first tasks achieved by the NBPTS was the establishment of core principles on which their certification would be based. The NBPTS refers to these core principles as their five core propositions:</p> <p></p> <ulist> <item> Teachers are committed to students and their learning.</item> <p></p> <item> Teachers know the subject they teach and how to teach those subjects to students.</item> <p></p> <item> Teachers are responsible for managing and monitoring students' learning.</item> <p></p> <item> Teachers think systematically about their practice and learn from experience.</item> <p></p> <item> Teachers are members of learning communities.</item> </ulist> <p>It is through a clear demonstration of these five core propositions that a National Board Certified (NBC) candidate will complete this certification program.</p> <hd id="AN0140088066-4">National Board Certification</hd> <p>National Board Certification was subsequently developed as a process of advanced, voluntary certification for K–12 (i.e. kindergarten to Year 12) teachers within the US and its territories. The NBC process involves the submission of professional portfolios, consisting of video-recorded lessons, reflections, and hours of testing. The establishment of 'what teachers should know and be able to do' is one of the primary NBPTS mandates (NBPTS [<reflink idref="bib26" id="ref8">26</reflink>]). Through this objective, the NBPTS was chartered to develop a certification for teachers who have met high and rigorous standards (NBPTS [<reflink idref="bib26" id="ref9">26</reflink>]). Over the history of this certification, the laborious process has been demonstrated through a first-time pass rate of between 65% and 75% (Cowan and Goldhaber [<reflink idref="bib12" id="ref10">12</reflink>]).</p> <hd id="AN0140088066-5">Candidate cost of NBC</hd> <p>Understandably, an organization such as the NBPTS must generate revenue to support staffing, advertisement, outreach, and other activities deemed essential for the promotion of their unit. Contributing to NBPTS's revenue are fees charged to teachers undergoing the certification process. In total, the current certification process costs teachers $1900. Several states provide scholarships, salary incentives, and other types of monetary assistance to make the certification process more financially reasonable for potential National Board Certified Teachers (Kelley and Kimball [<reflink idref="bib21" id="ref11">21</reflink>]).</p> <hd id="AN0140088066-6">NBPTS, Dakar and EFA</hd> <p>UNESCO indicates that investment in teachers is an explicit goal of education worldwide (UNESCO [<reflink idref="bib37" id="ref12">37</reflink>]). UNESCO has clearly designated the need to 'enhance the status, morale, and professionalism of teachers' (Barry, Brun, and Baeyens [<reflink idref="bib2" id="ref13">2</reflink>], 9). Through the NBPTS development of NBC, they coincidentally made strides in meeting this need through their certification program. Further, policymakers seized an opportunity to invest in teachers with the NBC certification process through the establishment of both monetary as well as non-monetary incentives for the completion of NBC. In the following sections, the authors illustrate the positive effects on NBC as well as the investments policymakers have made towards the completion of NBC.</p> <hd id="AN0140088066-7">NBCT effectiveness</hd> <p>Scholars have endeavored to assess the value of this advanced certification process. In this effort, various studies have examined the effectiveness of instruction delivered by NBCTs. These studies have demonstrated that NBC has aided in serving 'high-need' schools that seek improvements in math and reading test scores (Plecki et al. [<reflink idref="bib30" id="ref14">30</reflink>]). Also, teachers develop strategies by utilizing critical thinking skills needed for the NBC process (Place and Coskie [<reflink idref="bib29" id="ref15">29</reflink>]). The certification facilitates standards-based learning, which is not always applicable to alternative forms of professional development (Lustick and Sykes [<reflink idref="bib23" id="ref16">23</reflink>]). Similarly, integration of developmentally appropriate curricula can transpire during the process (Boyd and Reece [<reflink idref="bib5" id="ref17">5</reflink>]) as there are often vast discussions of curricular development and enhanced teaching practice among colleagues (Humphrey, Koppich, and Hough [<reflink idref="bib19" id="ref18">19</reflink>]). Likewise, research illustrates the NBC process serves as a source of high-quality professional development for teachers who undergo the certification process (Lustick and Sykes [<reflink idref="bib23" id="ref19">23</reflink>]; Place and Coskie [<reflink idref="bib29" id="ref20">29</reflink>]; Sato, Wei, and Darling-Hammond [<reflink idref="bib33" id="ref21">33</reflink>]).</p> <p>Further, studies have established a positive effect of NBC status on student achievement (Goldhaber and Anthony [<reflink idref="bib17" id="ref22">17</reflink>]; Lustick and Sykes [<reflink idref="bib23" id="ref23">23</reflink>]; Sato, Wei, and Darling-Hammond [<reflink idref="bib33" id="ref24">33</reflink>]). A connection has been recognized, for example, between the teaching effectiveness of elementary teachers holding NBC compared to teachers who never applied to the program (Goldhaber and Anthony [<reflink idref="bib17" id="ref25">17</reflink>]). Likewise, NBCTs have consistently shown to be more effective teachers in subjects such as science (Lustick and Sykes [<reflink idref="bib23" id="ref26">23</reflink>]), literacy (Coskie and Place [<reflink idref="bib11" id="ref27">11</reflink>]), and mathematics (Cavalluzzo [<reflink idref="bib7" id="ref28">7</reflink>]). Finally, Hakel, Koenig, and Elliott ([<reflink idref="bib18" id="ref29">18</reflink>]) synthesized a report of 11 research studies in North Carolina and Florida. In their study they found that NBCTs contributed to student learning to a greater extent then non-NBCTs.</p> <hd id="AN0140088066-8">Incentives</hd> <p>Pay incentives and fee support have been recognized as fostering interest, understanding, and appreciation of the NBC process among teachers and administrators (Kelley and Kimball [<reflink idref="bib21" id="ref30">21</reflink>]). Fee support has ranged from as little as a few hundred dollars offered by a school district to the full fee, which can be covered by a combination of federal, state, or private funding. Also, pay incentives, such as stipends as either a one-time cash award or an increase in salary over the life of the certification, have also promoted teachers' participation in the NBC process. Research in the state of Washington, for example, indicated that increasing the stipend from $3500 to $5000 served as a catalyst to raise the percent of teachers with the certification from 1.9% to 6% during a three-year period (Plecki et al. [<reflink idref="bib30" id="ref31">30</reflink>]). In the same study, researchers were interested in the degree to which NBCTs were employed at more challenging schools, despite early research indicating most teachers attaining certification were from high-achieving affluent schools (Goldhaber, Perry, and Anthony [<reflink idref="bib16" id="ref32">16</reflink>]). Findings denoted that when an additional $5000 was awarded to teachers who worked in challenging schools, the percent of challenging schools having 10 or more NBCTs increased from 2% to 24% in the same three-year span (Plecki et al. [<reflink idref="bib30" id="ref33">30</reflink>]). In general, employing excellent teachers to work in struggling schools is problematic and is the genesis for state policies, such as in California, to offer a $20,000 merit award for teachers working in an underprivileged school for four years after teachers obtained NBC.</p> <p>Compensatory incentives for NBC completion have become more common since its inception, and today various school districts, located in all 50 states and the District of Columbia, offer some form of monetary reward either via stipends or through fee support. Starnes ([<reflink idref="bib35" id="ref34">35</reflink>]) indicated that the states offering the most money for funding, along with monetary incentives, have the most NBCTs. Other incentives that may entice candidates to attempt certification are technical support, mentor support, and time off work to complete the process. Technical support includes portfolio development guidance, tutorials, assistance in videotaping lessons, and assessment center instructions (instructions how to prepare for the NBC test). Mentor support is access to an individual who has attained NBC. An investigation of the relationship between mentoring and successful candidates revealed a small positive relationship between the candidate and mentor support (Freund, Russell, and Kavulic [<reflink idref="bib15" id="ref35">15</reflink>]). Candidates also regarded formal and informal mentoring as beneficial and salient in the portfolio process. Park and colleagues (Park et al. [<reflink idref="bib27" id="ref36">27</reflink>]) posited that mentoring provides a positive influence on teaching and learning by enhancing reflection on teaching practice, creating a professional discourse, increasing standards for teaching criteria, and facilitating collaboration. Although work time release for the completion of NBC has not been studied extensively, it is disseminated as a factor that encourages completion of the NBC process (Riley [<reflink idref="bib31" id="ref37">31</reflink>]). Research suggests that portfolio guidance, tutorials, assistance with videotaping lessons, assessment center instructions, professional videographers, release time, and supplemental salaried workdays for teachers applying for certification encourage the initiation and completion of the NBC process (Riley [<reflink idref="bib31" id="ref38">31</reflink>]).</p> <p>Beyond extrinsic motivators, several studies have explored the intrinsic motivations of NBC candidates. Starnes ([<reflink idref="bib35" id="ref39">35</reflink>]) found that many NBCTs undertook the process either to develop professionally or to receive recognition. Furthermore, Lux and Woods ([<reflink idref="bib24" id="ref40">24</reflink>]) discovered that because of successful completion of the NBC process, physical educators became more confident in their teaching and increased their leadership roles among the faculty in their schools. Moreover, NBC can serve as a status symbol and may aid in decreasing perceptions of marginalization (Lux and Woods [<reflink idref="bib25" id="ref41">25</reflink>]).</p> <hd id="AN0140088066-9">Similar nation-state programs</hd> <p>Interestingly, throughout the globe, several advanced certification programs have been developed for teachers. Namely, the United Kingdom, Singapore, Japan, and South Korea have specific programs that target voluntary advanced certification for teachers. In the United Kingdom, they have developed the Advanced Skills Teacher (AST) program (Coleman et al. [<reflink idref="bib10" id="ref42">10</reflink>]). The UK AST program allows for salary increases through the existing two-level pay structure for teachers and school leadership (Department for Children, Schools and Families [<reflink idref="bib14" id="ref43">14</reflink>]; School Teachers' Review Body [<reflink idref="bib34" id="ref44">34</reflink>]). Essentially, the AST program allows teachers to begin at the upper, school leadership pay scale. In this way, the AST provides a noteworthy pay incentive for teachers taking part in this program. Also, in addition to pay incentives, the AST program allows participant teachers relief from common managerial responsibilities. AST teachers spend approximately 80% of their time teaching, with 20% of their time being devoted to assisting junior teachers with their instructional responsibilities (Coleman et al. [<reflink idref="bib10" id="ref45">10</reflink>]).</p> <p>Singapore provides opportunities to earn Advanced Postgraduate Diplomas, which are centralized through the Ministry of Education working with regional universities. Typically, training for these postgraduate diplomas is completed through course work, which is taken during the teacher's in-service activities. Courses are paid for by the Ministry of Education and are generally limited to 100 hours per year. Although there are no direct salary incentives attached to this type of postgraduate training, the qualifications that are earned through these courses are often vital when seeking promotion. In this way, although not explicitly attached to a salary incentive, there is a clear-cut linkage to a monetary incentive in practicality (Coleman et al. [<reflink idref="bib10" id="ref46">10</reflink>]).</p> <p>In Japan, the Ministry of Education has also developed a voluntary advanced certification program. Through this certification program, the candidate earns their Masters of Education. Selection for this program is very competitive, with only 10 candidates being selected annually. Through this program, teachers are provided 12 months of paid leave to pursue their advanced certification. Much like Singapore, this advanced program does not give an explicit monetary incentive. Again, however, with the inherent advancement in education for these teachers, it would be expected that pay increases would come through normal modes of progress at an expedited rate (Coleman et al. [<reflink idref="bib10" id="ref47">10</reflink>]).</p> <p>Finally, South Korea's Ministry of Education provides an advanced certification, which teachers after their first three years of in-service teaching are eligible for. Generally, this certification takes approximately 180 hours. Again, this certification program once completed does not provide a salary incentive. However, after successful completion of this program, teachers are generally in a better position for promotion and later salary increases (Coleman et al. [<reflink idref="bib10" id="ref48">10</reflink>]).</p> <p>Results of this study might provide some necessary information for other nation-state programs that are currently in operation or are being developed. Put differently, findings should be able to guide the development of these programs regarding their investment in local teachers, either through monetary or non-monetary incentives, for the pursuit of advanced certification within their fields of education.</p> <hd id="AN0140088066-10">Self Determination Theory</hd> <p>Self Determination Theory states that individuals can be motivated to action either extrinsically or intrinsically. Intrinsic motivation involves engaging in a particular type of behavior because it is individually rewarding. In this situation, an individual performs an activity for his/her benefit rather than the desire for an external reward. An example of intrinsic motivation is a teacher obtaining the NBC because s/he believed it would be rewarding and would gain desired professional development as a result of the process. Extrinsic motivation occurs when a person is motivated to enact a behavior or participate in an activity to receive a reward or avoid a punishment. Extrinsic motivation can differ considerably depending on the method or frequency (Ryan and Deci [<reflink idref="bib32" id="ref49">32</reflink>]). Research indicates that behavior is energized when there is a perception of receiving a higher extrinsic reward (Pessiglione et al. [<reflink idref="bib28" id="ref50">28</reflink>]). Examples of extrinsic motivation are seeking certification because of its value in maintaining a teaching position or viewing the financial incentive to be lucrative. The current study sought to discover extrinsic motivation factors that enticed physical educators to seek NBC. Specifically, this study examined extrinsic motivators provided by individual state policymakers within the US. Additionally this study explores the extent to which incentives may have been altered over time.</p> <hd id="AN0140088066-11">Purpose</hd> <p>The purpose of this study was twofold: first, it sought to describe NBCTs, where they work, and their areas of expertise. Through this description, it is anticipated that a measure of transferability may be identified within the broader international community. Secondly, our study pursued the determination of significant incentives for NBC achievement. These two aims provide a unique international perspective. First, this manuscript's description of NBC provides for a comparison between the US program and other nation-states' advanced voluntary certification programs. Second, the identification of critical incentives within the NBC process could be utilized for existing or new voluntary advanced certification programs within the broader international community. Such identification would increase the probability of success for future advanced voluntary certification programs in other countries. It is important to note that the significance of this research is not in the successful promotion of NBC, but rather the successful promotion of voluntary professional development activities into a broader scope of education. Similarly, the impact of this examination will not merely be on the US population, but this study should provide critical insights for the investment in teachers worldwide.</p> <p>Teachers throughout the world are typically highly dedicated, overworked, and left with precious few extra hours at the end of the day. The identification of methods for successfully motivating these valuable educators to undertake voluntary professional development, much like advanced certification opportunities, could aid current or emerging programs throughout the globe.</p> <hd id="AN0140088066-12">Research questions</hd> <p>Through an examination of the pertinent literature, the authors of this manuscript developed four research questions, which explored specific aspects of NBCT demographics as well as critical extrinsic motivators for the completion of NBC.</p> <p></p> <ulist> <item> Which key disciplines have attracted the majority of NBCTs?</item> <p></p> <item> Which states have produced the most substantial number of NBCTs?</item> <p></p> <item> What are the current as well as historical incentives used to attract NBC?</item> <p></p> <item> Does a relationship exist between incentives and production of NBCTs?</item> </ulist> <hd id="AN0140088066-13">Methods</hd> <p></p> <hd id="AN0140088066-14">Data collection</hd> <p>This study included two forms of quantitative data. First, the authors assembled a database of US state-level incentives. These data were then delineated by year of implementation, and when necessary the year of termination. Second, a database of all NBCTs working within the US and Washington DC was compiled; these data were then delineated by state of instruction as well as a year of certification. These data then allowed for the delineation of data regarding individual state production of NBCT by year.</p> <hd id="AN0140088066-15">Incentive data</hd> <p>The NBPTS maintains a web-based, open-access database of the certification incentive programs within each state. Yearly incentives data utilized in the current study were cataloged through the NBPTS website. This site, however, is updated annually, so a historical record of incentives by the state was not available through the NBPTS website. To access historical state-level incentive data over the total course of the NBPTS operation, the authors utilized 'https://archive.org/web/,' a website that archives the entire Internet on a semi-regular basis (Archive.org. [<reflink idref="bib1" id="ref51">1</reflink>]). Through access to this archive, our research team documented specific state-level incentives and the year in which these incentives came into policy.</p> <hd id="AN0140088066-16">State NBCT production</hd> <p>In communication with the NBPTS, our research team obtained a comprehensive list of NBCTs working within the 50 states as well as Washington, DC. This list allowed the research team to disaggregate the total number of NBCTs into several groupings based upon certification type, year, and state of attainment. These data provided the research team with a complete catalog of NBCTs and their relevant descriptors.</p> <hd id="AN0140088066-17">Data analysis</hd> <p>Statistical analyses were performed using SPSS version 23.0 (IBM, Armonk, NY). Descriptive statistics for NBCT incentives as well as state-level production were conducted, and data were inspected for normality. To determine significant incentive predictors of production of NBCTs, a regression analysis was conducted for state-level incentives and state NBCT yearly production. State production data from 2001 to 2013 were compiled, and state incentives for each year between 2001 and 2013 were totaled. The incentive data allowed for the determination of when incentives were implemented or unchanged, or receded for any year within any state.</p> <p>To conduct the regression analysis, statewide incentives were paired with state production data from two years in the future. For example, statewide NBCT incentives for California for the year 2008 were paired with those coded incentive data for NBCT production data for California from 2010. This rational is based on the expectation that if there were an effect on production from the incentives, such an effect would not be observed in the same year as implementation. The NBC process can be completed in a minimum of two years from initiation (Goldhaber and Anthony [<reflink idref="bib17" id="ref52">17</reflink>]), thus any production effects from incentives would not be evident until at least two years after the incentive was put in place. The inverse of this is also true in that a reduction in incentives would not necessarily affect production for at least two years. Thus, pairing incentive data with production data with a two-year separation provided a platform to examine the significance of incentives.</p> <hd id="AN0140088066-18">Results</hd> <p>This section is divided into two parts. First are the descriptive statistics, which illustrate current and historical incentives for the completion of NBC. Additionally, this section outlines the numbers of NBCTs which are currently certified within the US and delineates where and when educators became certified. The second portion of this section outlines results from the regression analysis which compared the state NBCT product with statewide incentives to determine if a relationship existed between the types of incentives offered by any given state and the state's final NBCT production.</p> <hd id="AN0140088066-19">Descriptive statistics</hd> <p></p> <hd id="AN0140088066-20">Incentives</hd> <p>Through the utilization of Internet searches for statewide incentive programs for the completion of NBC, the researchers developed several categories of incentive programs. We determined that within any given state there were possibilities of nine basic types of incentive programs. These nine leading categories of incentive programs are: (a) NBC fee support, (b) candidate support, (c) scholarships, (d) mentorship, (e) work days off, (f) material support, (g) professional development, (f) salary, and (g) retake support.</p> <hd id="AN0140088066-21">NBC fee support</hd> <p>This support assisted the candidate in paying the initial fees related to the certification process. These fees are collected in advance and are nonrefundable. During data collection, fee support was coded into three categories: Low 0–33.33%, Medium 33.34–66.7%, and High 66.8–100%.</p> <hd id="AN0140088066-22">Candidate support</hd> <p>Candidate support was provided at different levels throughout the lifespan of the NBPTS, with four main types of candidate support. First, was the extent to which mentorship at the state and district levels was offered to support candidates through the intricacies of this certification process. Mentorship was coded as: not indicated, no mentorship, and mentorship provided. Second, was the extent to which days off were allowed by school districts to prepare for specific certification activities. Days off were coded as: no indication of days off allowed, no days provided for certification preparation, and days off provided for certification activities. Third, was related to the extent to which technology or material support was provided by the school district to facilitate the certification process for the candidate. Material and technology support was coded as: no indication of support, technology/material support not provided, and technology/material support for NBC process provided. Finally, was the extent to which professional development credits were provided to teachers about their engagement in activities with the NBPTS. Professional development credit was coded as: no indication professional development credit being provided, professional development credit not provided, and credit provided for professional development through NBC.</p> <hd id="AN0140088066-23">Scholarships</hd> <p>This incentive provided funds for the actual certification process itself. These incentives were often offered by school districts as well as by state-level agencies. Scholarships as an incentive were coded into three categories: no indication, no scholarships, and scholarships provided.</p> <hd id="AN0140088066-24">Salary</hd> <p>At state and district levels there are often significant salary incentives for the attainment of NBC. Salary was coded for this study in $10,000 increments as calculated for the total 10 years of the NBC certification. For example, if a state provided a $5000 annual incentive stipend for certification, this would be reflected as $50,000 over the course of the 10-year certification. Both state and district level incentives were added to this total.</p> <hd id="AN0140088066-25">Retake support</hd> <p>Another incentive type established was retake support for the NBC process. This support included the opportunity to retake the entire or portions of the certification process. Often this incentive had specific stipulations, which the candidate was held accountable to meet. Retake support was coded as: no indication of retake support, no retake support provided, and retake support provided.</p> <hd id="AN0140088066-26">National Board Certified Teachers</hd> <p>Descriptive data revealed trends between 2001 and 2013 among NBCT production within several states and the District of Columbia. Descriptive statistics showed that overall there were 96,758 total NBCTs produced between 2001 and 2013 within the US and the District of Columbia. During these years, overall production of NBCTs peaked in 2008 with 9598 NBCTs produced that year (see Figure 1). Additionally, in 2013 NBCT production reached an all-time low of only 4129, less than half the number of NBCTs produced during the peak of 2008. For total state-level production data see Figure 1.</p> <p>Graph: Figure 1. NBCT production for the US, 2001–13.</p> <p>Additionally, as in previous studies, our findings confirmed that three states hold a significant portion of the NBCTs: nearly 39.80% (38,506 NBCTs) of the nation's NBCTs: South Carolina 8272 NBCTs (8.15%), North Carolina 12,448 NBCTs (18.93%), and Florida 17,786 NBCTs (12.86%). While the bottom three regions for NBCT production were New Hampshire 17 NBCTs (.02%), North Dakota 33 NBCTs (.03%), and Washington, DC 75 NBCTs (.08%), with a total production percentage of 13% (123 NBCTs). For all state-level production data see Figure 2.</p> <p>Graph: Figure 2. NBCT total state-level NBCT production, 2001–13.</p> <p>Finally, an examination of certification type demonstrated that the two predominant certification types are Generalist certifications, specifically 'Generalist/Early Childhood' with 15,367 NBCTs (15.88%) and 'Generalist/Early Adolescents' with 14,411 NBCTs (14.89%). The lowest represented certification type was 'World Languages Other than English/Early and Middle Childhood' with 53 NBCTs (.05%) and 'Health/Early Adolescent through Young Adulthood' with 95 NBCTs (.10%). For a complete list of all certification types by their representative percentage, see Table 1.</p> <p>Table 1. US certificate production by type, 2001–13.</p> <p> <ephtml> <table><thead><tr><td>US Certificate Production by Type 2001–13</td><td>Frequency</td><td>Percentage</td></tr></thead><tbody><tr><td>Art/Early Adolescence through Young Adulthood</td><td>1400</td><td>1.45%</td></tr><tr><td>Art/Early and Middle Childhood</td><td>1006</td><td>1.04%</td></tr><tr><td>Career and Technical Education/Early Adolescence through Young Adulthood</td><td>3954</td><td>4.09%</td></tr><tr><td>English as a New Language/Early Adolescence through Young Adulthood</td><td>496</td><td>0.51%</td></tr><tr><td>English as a New Language/Early and Middle Childhood</td><td>1033</td><td>1.07%</td></tr><tr><td>English Language Arts/Adolescence and Young Adulthood</td><td>6447</td><td>6.66%</td></tr><tr><td>English Language Arts/Early Adolescence</td><td>4760</td><td>4.92%</td></tr><tr><td>Exceptional Needs Specialist/Early Childhood through Young Adulthood</td><td>8141</td><td>8.41%</td></tr><tr><td>Generalist/Early Childhood</td><td>15,367</td><td>15.88%</td></tr><tr><td>Generalist/Early Adolescence</td><td>14,411</td><td>14.89%</td></tr><tr><td>Health/Early Adolescence through Young Adulthood</td><td>95</td><td>0.10%</td></tr><tr><td>Library Media/Early Childhood through Young Adulthood</td><td>2929</td><td>3.03%</td></tr><tr><td>Literacy: Reading-Language Arts/Early and Middle Childhood</td><td>8563</td><td>8.85%</td></tr><tr><td>Mathematics/Adolescence and Young Adulthood</td><td>3653</td><td>3.78%</td></tr><tr><td>Mathematics/Early Adolescence</td><td>3711</td><td>3.84%</td></tr><tr><td>Music/Early Adolescence through Young Adulthood</td><td>1191</td><td>1.23%</td></tr><tr><td>Music/Early and Middle Childhood</td><td>1422</td><td>1.47%</td></tr><tr><td>Physical Education/Early Adolescence through Young Adulthood</td><td>867</td><td>0.90%</td></tr><tr><td>Physical Education/Early and Middle Childhood</td><td>1079</td><td>1.12%</td></tr><tr><td>School Counseling/Early Childhood through Young Adulthood</td><td>2472</td><td>2.55%</td></tr><tr><td>Science/Adolescence and Young Adulthood</td><td>3767</td><td>3.89%</td></tr><tr><td>Science/Early Adolescence</td><td>3024</td><td>3.13%</td></tr><tr><td>Social Studies – History/Adolescence and Young Adulthood</td><td>3234</td><td>3.34%</td></tr><tr><td>Social Studies – History/Early Adolescence</td><td>1927</td><td>1.99%</td></tr><tr><td>World Languages Other than English/Early Adolescence through Young Adulthood</td><td>1756</td><td>1.81%</td></tr><tr><td>World Languages Other than English/Early and Middle Childhood</td><td>53</td><td>0.05%</td></tr><tr><td>Total</td><td>96,758</td><td>100.00%</td></tr></tbody></table> </ephtml> </p> <hd id="AN0140088066-27">Regression analysis</hd> <p>Described in this section are results of the regression analysis, as well as preparatory steps that were taken for that analysis. First, a logarithmic transformation was performed on total NBCT production to remedy a positive skew. Next, incentive data were coded into several groupings to allow for comparative analysis. A dummy variable was created for fee support to allow for the analysis of the ordinal variable (low: 0–33.3%, high: 66.8–100%). Candidate support and salary support were also ordinal in nature and were binned after the second of six categories of number of candidates supported (low: <emph>n</emph> = 0–40, high: <emph>n</emph> = 41–101) and total dollars received for the duration of the certification (10 years) (low: $0–19,999, high: $20,000–60,000+). The cut point to bin these variables was made balancing the need to approximate a midpoint and reduce inequity of the number of data classified to each group. The decision to dichotomize these variables was also influenced by the desire to reduce the number of predictors entered into regression. Pearson correlational coefficients were used to evaluate the associations between dichotomous predictor variables and (log of) total NBCT production. Independent variables with bivariate correlations to (log of) total NBCT production were entered into a linear regression model to determine which predictors contributed to the explained variance in total NBCT production. Independent variables that were not significant in the regression model were removed from the final model. Residual plots from regression analysis were examined for multivariate normality. Two-sided <emph>p</emph>-values were used for all calculations and Alpha was set at 0.05. Data were compiled from all 50 states and the District of Columbia over a 12-year period resulting in 561 cases in our analysis.</p> <p>The bivariate associations between predictor variables and (log of) total NBCT production are presented in Table 2. Only scholarships and mentorship were not correlated with (log of) total NBCT (<emph>p</emph> > 0.05). Variables demonstrating bivariate associations with (log of) total NBCT were entered into the linear regression to determine which predictors contributed to the explained variance in total NBCT production. Salary support, fee support, days off, and material support were significant predictors in the regression model (<emph>p</emph> < 0.05). Independent variables that were not significant predictors in the model were removed, and the model was rerun. The final model predicting total NBCT production is presented in Table 3. <emph>R</emph> for regression was significantly different from zero, <emph>F</emph> (<reflink idref="bib5" id="ref53">5</reflink>, 555) = 58.83, <emph>p</emph> < 0.001. The adjusted <emph>R</emph>2 value indicates that 34.1% of the variance in total NBCT production was explained by salary support, fee support, days off, and material support. The standardized Beta indicates that salary support was the strongest predictor in the model. The part correlation for salary support (<emph>r</emph> = 0.459) in the model indicates that it explained approximately 21.1% of the variance in total NBCT production. The part correlations for fee support (low: <emph>r</emph> = 0.112, high: <emph>r</emph> = 0.112), days off (<emph>r</emph> = 0.187), and material support (<emph>r</emph> = 0.098) were lower in comparison. An evaluation of the unstandardized Beta coefficients reveals that increased salary support, from low ($0–19,999) to high ($20,000–60,000+), as represented for a 10-year total, was associated with a 157.7% increase in total NBCT production.</p> <p>Table 2. Correlations between dichotomous predictor variables and (log of) total NBCT production (n = 561).</p> <p> <ephtml> <table><thead><tr><td /><td><italic>r</italic></td><td><italic>p</italic>-value</td></tr></thead><tbody><tr><td>Fee support low</td><td>–0.106</td><td>0.012</td></tr><tr><td>Fee support high</td><td>0.242</td><td>0.001</td></tr><tr><td>Scholarships</td><td>–0.015</td><td>0.718</td></tr><tr><td>Membership</td><td>0.037</td><td>0.38</td></tr><tr><td>Days off</td><td>0.31</td><td>0.001</td></tr><tr><td>Material support</td><td>0.115</td><td>0.007</td></tr><tr><td>Professional development</td><td>0.122</td><td>0.004</td></tr><tr><td>Salary support</td><td>0.528</td><td>0.001</td></tr></tbody></table> </ephtml> </p> <p>Table 3. Linear regression predicting (log of) total NBCT production.</p> <p> <ephtml> <table><thead><tr><td>Predictors</td><td>Regression coefficient</td><td>Standard error</td><td>Standardized regression coefficient</td><td><italic>p-</italic>value</td><td><italic>R</italic><sup>2</sup> (adjusted)</td></tr></thead><tbody><tr><td>Step 1<sup>a</sup></td><td /><td /><td /><td /><td>0.341</td></tr><tr><td>Salary support</td><td>1.577</td><td>0.118</td><td>0.485</td><td>0.001</td><td /></tr><tr><td>Fee support low</td><td>0.522</td><td>0.161</td><td>0.125</td><td>0.001</td><td /></tr><tr><td>Fee support high</td><td>0.421</td><td>0.129</td><td>0.125</td><td>0.001</td><td /></tr><tr><td>Days off</td><td>0.689</td><td>0.126</td><td>0.198</td><td>0.001</td><td /></tr><tr><td>Material support</td><td>0.343</td><td>0.12</td><td>0.101</td><td>0.004</td><td /></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note</emph>. Total NBCT = total ... <sups>a</sups> Predictors: Salary support, fee support, days off, material support. <emph>n</emph> = 53.</p> <hd id="AN0140088066-28">Discussion</hd> <p>This study examined a US-based voluntary advanced teacher certification program. This examination produced a demographic description of the participants in this particular program. Additionally, this investigation identified specific incentives that have been made available for participants in this program. Finally, data analysis demonstrated that specific incentives for completion of voluntary advanced certification are highly predictive of program participation. While these results have some utility for educators and policymakers within the US specifically, the authors believe that more profound implications exist for the international community as they deploy their own advanced certification programs. The known motivation for teachers to participate in a voluntary advanced certification program will be exceedingly crucial to current or future programs success within nation-states.</p> <hd id="AN0140088066-29">Motivation</hd> <p>Data in this study would propose that extrinsic motivation is a potent tool for those who would pursue voluntary advanced teaching certification. Extrinsic motivation suggests involvement in a given task is contingent upon external outcomes and not crucial internal satisfaction (Ryan and Deci [<reflink idref="bib32" id="ref54">32</reflink>]). Therefore, external motivation can be context specific, as a higher perceived reward evokes an inclination to achieve the task. This assertion was supported by the data through the model posited. Higher pay incentives resulted in more individuals completing the US advanced teacher certification. Therefore, when perceived external incentives were low, such as the years in which incentives were decreased due to economic hardships, the number of people achieving the certification diminished. Hynds and McDonald ([<reflink idref="bib20" id="ref55">20</reflink>]) found extrinsic motivators to be salient contributors in educators' professional development through factors of fee payments and to meet specific qualifications or criterion by the school district or state. Stout ([<reflink idref="bib36" id="ref56">36</reflink>]) furthered this notion by suggesting professional development undertaken by educators transpired because of the need to gain new skills and knowledge to advance classroom practice, increase salary, to be qualified for a position, to maintain certification, and to further career mobility. This study demonstrated pay incentives as the most salient determining factor for undertaking the US voluntary advanced certification process. Monetary compensation may be important in education; it has been discussed that pay incentives increase teachers' performance in relation to student achievement (Chiang et al. [<reflink idref="bib9" id="ref57">9</reflink>]; Demir [<reflink idref="bib13" id="ref58">13</reflink>]). School districts in the US have recognized the importance of monetary compensation to recruit and retain teachers. Through the 2009–10 academic year, 32% of the districts in the state of Missouri presented one or more financial rewards for recruiting or retaining teachers (Liang and Akiba [<reflink idref="bib22" id="ref59">22</reflink>]). Also, these districts were likely to reward teachers for obtaining voluntary advanced certification and for assuming extra duties to increase pay. This aligns with the findings of the current study, which demonstrated that teachers' perceived reward through compensation predicted the participation in this certification program.</p> <hd id="AN0140088066-30">International implications</hd> <p>Our data demonstrate that within the US, salary incentives were a significant factor for the completion of teacher voluntary advanced certification. On the international stage, this finding suggests that other voluntary advanced certification programs, either under current operation or in the planning stages, could feasibly increase participation in these programs through the implementation of salary incentives. Further, through the combination of the advanced certification program and salary incentives, a nation-state could make strides towards the achievement of many of the Dakar Framework goals.</p> <p>This assertion is, however, based upon the implementation of an effective advanced certification program; nation-states must identify research-based principles on which to base their program and test the program efficacy. At that point nation-states will be in a position to begin to effectively incentivize participation in those programs. In this way, the salary incentives mean nothing to the state, without a quality program, and conversely, the quality program may not attract significant participation without the salary incentives. Consequently, the US policymakers and certification program designers may provide a measure of transferability with other advanced certification programs across the globe. Additionally, and possibly more importantly, this could provide critical insight to nation-states desiring to implement a voluntary advanced certification program.</p> <p>It is vital to emphasize that this manuscript does not endorse the US advanced certification program. Regardless of perceptions of value in the US program system, these findings are salient for the recruitment and motivation of highly qualified educators into a voluntary system of professional development. These findings are pertinent not only within the US, but also are informative for nation-states' advanced certification programs currently in progress, and for emerging educational systems desiring to implement a voluntary advanced certification program.</p> <hd id="AN0140088066-31">Future research</hd> <p>Expanding on this research within other international voluntary advanced certification processes is necessary. Because this study exclusively examined a US program, it is necessary to examine specific incentives for participation in other nation-state programs. Motivations of individuals across a vast array of socioeconomic, sociocultural, or sociopolitical backgrounds may be varied and much different from findings within the US. As such, these future examinations will allow for a greater understanding of participation in these voluntary programs.</p> <hd id="AN0140088066-32">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <ref id="AN0140088066-33"> <title> References </title> <blist> <bibl id="bib1" idref="ref51" type="bt">1</bibl> <bibtext> Archive.org. n.d. Accessed February 9, 2015. https://<ulink href="http://www.archive.org/">www.archive.org/</ulink></bibtext> </blist> <blist> <bibl id="bib2" idref="ref3" type="bt">2</bibl> <bibtext> Barry, U. P., K. Brun, and S. Baeyens. 2000. The Dakar Framework for Action. 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" National Board Certified Teachers in Pennsylvania: A Study of Motivation and Persistence." PhD diss., Indiana University of Pennsylvania.</bibtext> </blist> <blist> <bibtext> Stout, R. T. 1996. " Staff Development Policy: Fuzzy Choices in an Imperfect Market." Education Policy Analysis Archives 4 (2): 1 – 15. doi: 10.14507/epaa.v4n2.1996.</bibtext> </blist> <blist> <bibtext> UNESCO. 2015. EFA Global Monitoring Report 2015: Education for All 2000–2015: Achievements and Challenges. Paris: UNESCO Publishing.</bibtext> </blist> </ref> <aug> <p>By Jesse Lee Rhoades; Amelia Mays Woods; John Fitzgerald; Thomas N. Trendowski and Douglas Ellison</p> <p>Reported by Author; Author; Author; Author; Author</p> <p></p> <p>Jesse Lee Rhoades is an associate professor at the University of North Dakota. His research examines complexity theory and its applications in physical education.</p> <p>Amelia Mays Woods is a full Professor and department chair at the University of Illinois Urbana Champaign. Professor Woods' area of interest is pedagogy. Her research interest centers upon teachers' movement through their career cycles. Specifics include studies of the supports necessary to sustain innovative practices, factors contributing to teachers' sense of efficacy, and the power of reflection in professional development.</p> <p>John Fitzgerald is an associate professor at the University of North Dakota. His research interests include the physiological factors influencing health and physical performance of athletes. John has conducted research with National Collegiate Athletic Association athletes across the US as well as elite hockey players across the globe.</p> <p>Thomas N. Trendowski is an assistant professor at the University of Carolina Pembroke. Dr. Trendowski's research deals with socialization in higher education</p> <p>Douglas Ellison is an assistant professor of Physical Education Teacher Education in the School of Teaching, Learning, and Curriculum Studies at Kent State University. He previously earned National Board Certification while teaching physical education and health for 10 years in Charlotte, NC. Dr. Ellison obtained his PhD in Pedagogical Kinesiology from the University of Illinois at Urbana-Champaign.</p> </aug> <nolink nlid="nl1" bibid="bib37" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib196" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib26" firstref="ref8"></nolink> <nolink nlid="nl4" bibid="bib12" firstref="ref10"></nolink> <nolink nlid="nl5" bibid="bib21" firstref="ref11"></nolink> <nolink nlid="nl6" bibid="bib30" firstref="ref14"></nolink> <nolink nlid="nl7" bibid="bib29" firstref="ref15"></nolink> <nolink nlid="nl8" bibid="bib23" firstref="ref16"></nolink> <nolink nlid="nl9" bibid="bib19" firstref="ref18"></nolink> <nolink nlid="nl10" bibid="bib33" firstref="ref21"></nolink> <nolink nlid="nl11" bibid="bib17" firstref="ref22"></nolink> <nolink nlid="nl12" bibid="bib11" firstref="ref27"></nolink> <nolink nlid="nl13" bibid="bib18" firstref="ref29"></nolink> <nolink nlid="nl14" bibid="bib16" firstref="ref32"></nolink> <nolink nlid="nl15" bibid="bib35" firstref="ref34"></nolink> <nolink nlid="nl16" bibid="bib15" firstref="ref35"></nolink> <nolink nlid="nl17" bibid="bib27" firstref="ref36"></nolink> <nolink nlid="nl18" bibid="bib31" firstref="ref37"></nolink> <nolink nlid="nl19" bibid="bib24" firstref="ref40"></nolink> <nolink nlid="nl20" bibid="bib25" firstref="ref41"></nolink> <nolink nlid="nl21" bibid="bib10" firstref="ref42"></nolink> <nolink nlid="nl22" bibid="bib14" firstref="ref43"></nolink> <nolink nlid="nl23" bibid="bib34" firstref="ref44"></nolink> <nolink nlid="nl24" bibid="bib32" firstref="ref49"></nolink> <nolink nlid="nl25" bibid="bib28" firstref="ref50"></nolink> <nolink nlid="nl26" bibid="bib20" firstref="ref55"></nolink> <nolink nlid="nl27" bibid="bib36" firstref="ref56"></nolink> <nolink nlid="nl28" bibid="bib13" firstref="ref58"></nolink> <nolink nlid="nl29" bibid="bib22" firstref="ref59"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: US Voluntary Advanced Teacher Certification: Towards the Dakar Notion of EFA
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Rhoades%2C+Jesse+Lee%22">Rhoades, Jesse Lee</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4218-5088">0000-0002-4218-5088</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mays+Woods%2C+Amelia%22">Mays Woods, Amelia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5090-7116">0000-0002-5090-7116</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fitzgerald%2C+John%22">Fitzgerald, John</searchLink><br /><searchLink fieldCode="AR" term="%22Trendowski%2C+Thomas+N%2E%22">Trendowski, Thomas N.</searchLink><br /><searchLink fieldCode="AR" term="%22Ellison%2C+Douglas%22">Ellison, Douglas</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Teacher+Development%22"><i>Teacher Development</i></searchLink>. 2019 23(5):549-565.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Salaries%22">Teacher Salaries</searchLink><br /><searchLink fieldCode="DE" term="%22Incentives%22">Incentives</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Motivation%22">Teacher Motivation</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13664530.2019.1657174
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1366-4530
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In the year 2000, the World Education Forum developed the Dakar Framework, outlining strategies for the achievement of universal education. Among these strategies was to 'Enhance the status, morale, and professionalism of teachers.' Further, the 2014 Education for All (EFA) report indicated the necessity of 'investing in teachers.' The National Board for Professional Teaching Standards, a US-developed program, seems to meet these expectations through voluntary advanced certification. Policymakers later established completion incentives for National Board Certification (NBC). The purpose of this study was to describe National Board Certified Teachers and determine critical incentives for completion of NBC. Regression analysis indicated salary incentives are predictive of completion, explaining 20% of the variance. Overall, these results indicated that salary incentives have potential to be a compelling extrinsic incentive for voluntary professional development programs. Further, these findings suggest that similar programs within other nation-states may have comparable success through these incentive types.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1236114
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1236114
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      – Type: doi
        Value: 10.1080/13664530.2019.1657174
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 549
    Subjects:
      – SubjectFull: Teacher Certification
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Teacher Salaries
        Type: general
      – SubjectFull: Incentives
        Type: general
      – SubjectFull: Self Determination
        Type: general
      – SubjectFull: Teacher Motivation
        Type: general
    Titles:
      – TitleFull: US Voluntary Advanced Teacher Certification: Towards the Dakar Notion of EFA
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          Name:
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            NameFull: Ellison, Douglas
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              Type: published
              Y: 2019
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            – TitleFull: Teacher Development
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