Traditional Teachers vs. Alternative Trained Case Study

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Alternative Trained Teachers vs. Traditional Trained Teachers

High attrition and low retention are serious problems that limit the number of teachers. One third of all teachers leave the field during their first 3 years, and roughly 50% leave after 5 years"

Now, more so than ever, educators must determine new ways to retain good teachers. This research will explore teacher retention and attrition, comparing alternative trained teachers to traditional trained teachers, to discern whether one method or the other results in higher retention. The researcher predicts teachers with higher retention rates are those that have an alternative teaching background. Many studies suggest now, more so than ever before, school need to look at alternative forms of training so teachers are more inclined to stick with a curriculum and assist students from kindergarten through High School graduation and beyond (Guarino, SantibaNez, Daley et al., 2004)

Research Question

How do teachers trained by alternative method compare with those trained by traditional methods?


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TOPIC: Case Study on Case Study Traditional Teachers vs. Alternative Trained Teachers Assignment

The purpose of the study to do a comparison study of two types of trained teachers a New York Public school to determine what makes them different as a professional educator. The researcher will use site P.S. 161, which is a large school with over 1,000 students. It is located in the "Crown Heights" area of Brooklyn. The students range from K. through 8 with a small number of English Language Learners and Special Education students. The large majority of students are Black with representation of Hispanic students. Attendance rates are excellent. Nearly 70% of students are title I eligible. School capacity is exceeded by some 25%. P.S. 161 have a special gifted and talented class of grades 1-3. Students in grades k-5 are group heterogeneously. The upper grades, 6-8, hold only two classes per grade. In the school year 2006 the percent of experiences teachers who are less than 2 years begin to increase while the teachers who have 5 more years of teachers experience began to decrease. Both Traditional and Alternative teachers left, leaving behind more regular trained teachers for the last past three years.

B. Purpose and Rationale

Currently there is no consensus among educators as to the best way to train teachers (Abernathy, Forsyth & Mitchell, 2001). While much research has been done to assess whether alternative education can help students, very little research has focused on the role of teachers related to education (Guarino, SantibaNez, Daley, et al., 2004). It is important the researcher explore teacher training methods as a tool for retention because there are many that believe alternative tools rather than traditional incentives like pay, are more likely to encourage teachers to remain part of a school district and remain happy in their employment (Ballou & Podgursky, 1998; 1995, Beaudin, 1995).

C. Project description/w literature review

This section will provide a description of the case study inclusive of its goals and objectives, and a comprehensive literature review providing the foundation research material.

The may include:

1. How traditional teachers are trained - it is important to know how teachers are trained before one can explore the differences in teaching methods.

2. How ALT are trained - there is much controversy over the quality and substance of ALT education, thus investigation in this area is necessary for adequate comparisons against traditional teacher training (Guarino, SantibaNez, Daley et al., 2004).

3. screening of teachers - How are they selected by the Principal and/or district office - this may have some impact on attrition and retention rates that is not directly related to teacher training.

4. partnerships between preparation program and school - one must evaluate whether it is possible to form partnerships and if so, how one will go about this and what the result will be.

5. training and coursework prior to teaching - some teachers may already have some alternative training that must be considered when approaching data analysis.

6. mentoring - this may be a method of alternative training that may prove beneficial.

7. classroom skills for both teachers - it will be critical to identify how well traditional and alternative teachers perform in the classroom. A measure of their skills may help the researcher accomplish this goal.

8. expectations - expectations of teacher performance may or may not influence performance; this is something the researcher might consider while conducting the literature review to provide background information for the research analysis suggested.

Most importantly, the literature review will provide information comparing traditionally trained teacher's satisfaction and attrition rates vs. alternative trained teachers' satisfaction and attrition rates. The researcher believes this analysis will also be useful in determining whether teacher training influences student outcomes, as much research available suggests students that learn under satisfied and open-minded settings are more likely to perform well than those who must endure the traditional teaching environment, which focuses more on the lecture format of teaching (Suell & Piotrowski, 2007).

The researcher will spend much of the time reviewing ATEP or "alternative teacher education programs" (Suell & Piotrowski, 2007). This review will include as advised by Suell & Piotrowski (2007) and other alternative researchers a review of (1) how alternate education programs benefit teachers; (2) how these programs are formed; (3) how the "development and design of non-traditional certification approaches" works; (4) whether alternative programs are viable (p. 54).

This review is critical according to the U.S. Department of Education because ATEP programs are rapidly becoming a topic of interest among teacher education and training researchers (USDOE, 2003).

D. Methodology

Comparative Case Study

The comparative case study approach is one often cited as ideal for comparison research where the intent of research is to compare the advantages and disadvantages of one method or phenomenon over another (Suell & Pitriowski, 2007; Zatchner & Schulte, 2001). It is important that alternative programs are researched in this method so the researcher gain live evidence of how well alternatively trained teachers are performing, and how well their students are performing.

Zatchner & Schulte (2001) note the number of alternative programs continues to grow, offering various certifications to teachers interested. Because of this rapid growth, more attention must be paid the subject at hand. If this research is not conducted, the odds that higher rates of attrition, which are estimated at 20% annually (Suell & Piotrowski, 2007) will continue.

1. Address several research questions

2. A survey of individuals and/or interview

3. explain the specific procedure that will be used to collect the information

4. Explain what exactly will be done with the information after it is collected

5. Describe the statistical method that may be used to analyze the data

E. Conclusion

Summarize the supposed findings

Teachers Trained Traditionally - the evidence from the preliminary review of research will likely show teachers that are traditionally trained are less inclined to continue their role as teacher with the school in question (Ballou & Podgursky, 1995). Part of this is because teachers choose to move on to other, better-paying careers (Beaudin, 1993). However, much of this is due to poor pay, lack of incentive and increasingly complicated curriculums, ones that require teachers engage in continuing education that focuses on diversity, technology and other areas not before required of teachers (Andrew & Schwab, 1995).

The school might use the results gathered to determine how to approach continuing education in a way that will allow teachers to continue their education of new and diverse teaching modalities including multi-cultural studies using computer interface (Scott & Freeman-Moir, 2000). While at first this task may seem daunting, a large body of evidence shows teachers are more likely to continue their tenure when provided with incentives that have meaning (Scott & Freeman-Moir, 2000; Andrew & Schwab, 1995; Beaudin, 1993).

If continuing education is added as a perk, and teachers engaged in continuing education use alternative methods of training, it is likely they will find their continued learning less oppressive and more enlightening, which will encourage them to see their tenure out and enjoy the role of teaching once more (Scott & Freeman-Moir, 2000). Nakai & Turley (2003) provide a study suggesting teachers that go the "alternate" route are much more likely to be happy whether credentialed or not, because they have more control over their training and the types of education they provide to others. This suggests greater teacher autonomy may be desired, and may be a reflection of better training.

F. New References

Abernathy, T.V., Forsyth, a., & Mitchell, J. (2001). The bridge from student to teacher: What principals, teacher education faculty, and students' value in a teaching applicant. Teacher Education Quarterly, 28(4): 109-11.

Andrew, M.D. & Schwab, R.L. (1995) Has reform in teacher education influenced teacher performance? An outcome assessment of graduates of an eleven-university consortium. Action in Teacher Education, 17(3), 43- 53.

Ballou, D. & Podgursky, M. (1995) Recruiting smarter teachers. Journal of Human Resources, 30(2), 326-338.

Ballou, D. & Podgursky, M. (1998) Teacher recruitment and retention in public and private schools. Journal of Policy Analysis and Management, 17(3): 393-417.

Beaudin, B.Q. (1993)… [END OF PREVIEW] . . . READ MORE

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