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Preparing early career culturally responsive special education teachers through alternate route

Descriptive

TitleInfo
Title
Preparing early career culturally responsive special education teachers through alternate route
Name (type = personal)
NamePart (type = family)
Chatman
NamePart (type = given)
Tasia Anna
NamePart (type = date)
1984-
DisplayForm
Tasia Anna Chatman
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Tomlinson-Clarke
NamePart (type = given)
Saundra M.
DisplayForm
Saundra M. Tomlinson-Clarke
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Harrison
NamePart (type = given)
Judith R.
DisplayForm
Judith R. Harrison
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
co-chair
Name (type = personal)
NamePart (type = family)
Hyland
NamePart (type = given)
Nora
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Nora Hyland
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
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NamePart
Graduate School of Education
Role
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school
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Text
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theses
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2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-05
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2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract
Currently, one third of teachers in the United States were trained by alternate route programs (Constantine et al., 2009). Although alternate routes programs fill a need within the education landscape, it is not enough to get more teachers into classrooms faster. Teachers must be prepared to address the needs of their students. Therefore, it is necessary to consider the skills teachers need to be effective. With the urgency to address the shortage of special education teachers and the alternate certification programs created to address this need, research is necessary to inform the traditional and alternate special education teacher preparation programs (Brownell, Ross, Colon & McCallum, 2005).
Participants described being academically prepared to address their students’ needs. They described utilizing classroom competencies, such as relationship building skills and specific special education competencies, such as assessing students reading abilities. Participants also described including students’ cultures in their lessons to bridge gaps between students’ understanding and the content. In contrast to how some culturally responsive teaching practices were evident in participants’ instruction, participants were unable to identify specific details they learned to help them address the social emotional needs of their students. One participant explicitly stated she was not prepared to address the needs of her students at her school. This could be attributed to her school setting, because she taught in an alternative school. While this participant explicitly stated she was not prepared to address the needs of her students, responses from all participants suggested a foundational knowledge of how to address the social and emotional needs of culturally and linguistically diverse students may indicate a gap in the curriculum at Relay Graduate School of Education and other teacher preparation programs. Special education teachers may benefit from instruction on how to address the social emotional needs of their students. Social emotional needs may affect a student academically (Durlak et al., 2011). Without knowledge on the impact of a students’ social emotional needs, a teacher may not effectively, address the academic needs of his/her students and thus may not meet the needs of the whole learner.
Subject (authority = local)
Topic
Alternate route
Subject (authority = RUETD)
Topic
Teacher Leadership
Subject (authority = ETD-LCSH)
Topic
Teachers -- Alternative certification
Subject (authority = ETD-LCSH)
Topic
Special education teachers -- Training of
Subject (authority = ETD-LCSH)
Topic
Multicultural education
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_9697
PhysicalDescription
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application/pdf
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text/xml
Extent
1 online resource (ix, 91 pages) : illustrations
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-67vr-3h52
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Chatman
GivenName
Tasia
MiddleName
Anna
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-04-06 12:59:16
AssociatedEntity
Name
Tasia Anna Chatman
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2019-04-14T16:20:42
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2019-04-14T16:20:54
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