TY - JOUR
AU - Hawley, Willis D.
AB - The Theory and Practice of Alternative Certification: Implications for the Improvement of Teaching Willis D. Hawley Overview What's This All About? In the early 1980s only a handful of states had programs for certifying persons to teach who did not complete a course of study prescribed by a college or university. Emergency credentials were provided for in most states but the holders of such credentials were invariably expected to complete a "regular" course of study at an approved teacher preparation program in order to be fully certified to teach. By 1990, depending on whose count you believe, either 48 (AACTE, 1990) or 33 (Feistritzer, 1990) states provided for alternative teacher certification. And the President of the United States had made this "reform" a central element of his strategy for improving American education. There are many reasons why alternative certification (AC) has gained so many advocates, but two of these—a practical one and a more philosophical one—seem to influence policy more than others. The movement toward AC programs in the 1980s was given impetus by the widespread concern over the long-term and seemingly intractable short- age of math and science teachers. A number of reports called for non- traditional routes 
TI - The theory and practice of alternative certification: Implications for the improvement of teaching
JF - Peabody Journal of Education
DO - 10.1080/01619569009538690
DA - 1990-03-01
UR - https://www.deepdyve.com/lp/taylor-francis/the-theory-and-practice-of-alternative-certification-implications-for-9z2yFEOEA9
SP - 3
EP - 34
VL - 67
IS - 3
DP - DeepDyve
ER -