Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 75

Journal of K-12 Educational Research 73 education requires effective preparation of teachers irrespective of their certification pathway. Furthermore, the current study offers valuable insights for districts in developing induction and professional learning activities for beginning teachers, for school leaders and staff in planning and implementing support structures for beginning teachers, for educator preparation programs in creating relevant curriculum and field experiences for aspiring teachers, for beginning teachers in preparing to lead student learning experiences, and for state education agencies in consid- ering requisites for all aspiring teachers. Importantly, the primary objective of education—to ensure maximum achievement for every student—may be advanced by using the current study to improve teacher education and to positively impact beginning teacher support systems. References American Association of Colleges for Teacher Education. (2004). Culture, language, and student achievement: Recruiting and preparing teachers for diverse students . Retrieved from http:// files.eric.ed.gov/fulltext/ED484653.pdf Angus, D. L. (2001). Professionalism and the public good: A brief history of teacher certification . Retrieved from Education Resources Information Center (ERIC) website: http://www. eric.ed.gov.library.dbu.edu :2048/contentdelivery/servlet/ ERICServlet?accno=ED449149 Birkeland, S. E., & Peske, H. G. (2004, October). Literature review of research on alternative certification . Retrieved from ResearchGate website: http://www.researchgate.net/ publication/242095308_Literature_Review_of_Research_ on_Alternative_Certification_Full_Text Boyd, D., Goldhaber, D., Lankford, H., & Wyckoff, J. (2007, Spring). The effect of certification and preparation on teacher quality. Future of Children , 17 (1), 45-68. Retrieved from http://web.a.ebscohost.com.library.dbu.edu :2048/ehost/ pdfviewer/pdfviewer?sid=79ad1a02-c9bf-4886-999b-088f83 9f48d2%40sessionmgr4004&vid=4&hid=4106 Commissioner’s Rules Concerning Educator Standards Subchapter AA. Teacher Standards, art. 19 TAC § 149.1001 (2013). Constantine, J., Player, D., Silva, T., Hallgren, K., Grider, M., & Deke, J. (2009, February). An evaluation of teachers trained through different routes to certification: Final report (NCEE 2009-4043). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education , 51 , 166-173. Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Helig, J. V. (2005, October 12). Does teacher preparation matter? Evidence about teacher certification, Teach For America, and teacher effectiveness. Education Policy Analysis Archives , 13 (42). http://dx.doi.org/10.14507/epaa.v13n42.2005 Every Student Succeeds Act [ESSA], 20 U.S.C. § 6301 (1965 & Suppl. 2015). Retrieved from https://www.gpo.gov/fdsys/ pkg/PLAW-114publ95/pdf/PLAW-114publ95.pdf Feistritzer, C. E. (2005). Alternative routes to teacher education: An overview. Retrieved from http://www.ncei.com/alt- teacher-cert.htm Frazier, B. W. (1943). Relief of teacher shortages by state Table 5 . Beginning Teacher Survey: Percent Sufficiently Prepared or Well Prepared