Date Approved

1-5-2023

Embargo Period

1-10-2023

Document Type

Dissertation

Degree Name

Ed.D. Doctor of Education

Department

Educational Services and Leadership

College

College of Education

Advisor

Gloria Hill, Ed.D.

Committee Member 1

Patrick Westcott, Ed.D.

Committee Member 2

Corrine Meredith, Ed.D.

Keywords

New Jersey public schools, alternate route teachers

Subject(s)

Teachers--New Jersey

Disciplines

Teacher Education and Professional Development

Abstract

In this study, the researcher explored the perceptions that New Jersey content specialized, alternate route (AR) teachers had about the support provided to them by those in their educational support system (administrators, mentors, peers, students, parents, and others) in their first five years of service. Thirteen (N=13) female individuals participated in a qualitative research design study. The researcher interviewed this selected group of participants to answer two inter-related research questions: 1) To what extent do the alternative route, content specialized, female teachers perceive support from their educational support environment; and 2) To what extent do the alternative route, content specialized, female teachers perceive support from their educational support environment, as having an affect on their decision to remain in or to leave the teaching profession? The interview findings were then related to the professional education literature on support for new teachers (orientation, critical support training, induction, mentorship), comparisons with traditional certification route teacher education, the history of the alternate route certification law and its aftermath since 1984, and the continuing controversies about what some feel are serious shortcomings of AR teachers and their training that have dampened the acceptance and support of AR teachers by their support systems in some school systems. Finally suggestions were made for practice and for additional research to confirm the findings of this research.

Comments

This dissertation was completed in 2013 and was lost until 2023 so it did not get loaded with the initial migration from ROAR in 2015.

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