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Learnings From a Longitudinal Study of New Jersey Alternate Route and College-Prepared Elementary, Secondary English, and Secondary Math Teachers by Karen Zumwalt, Gary Natriello, Judy Randi, Alison L. Rutter & Richard Sawyer - 2017Findings from a longitudinal survey, interview, and observational study of an early cohort of New Jersey elementary, secondary English, and secondary math teachers participating in a first-generation state alternate route initiative to address issues of supply, quality, and diversity in the teaching pool are discussed. The article explores emerging themes common to the literature on alternate routes and unique contributions of this study in relation to the recruitment, preparation, placement, and retention of teachers prepared in college-based and alternate route programs. The article ends with implications of what has been learned and still needs to be learned about different approaches in the face of the continued need for highly qualified teachers and in light of the contrasting policy agendas surrounding teacher education. Rather than the “horse-race” mentality that dominated earlier debate of alternate route vs. college-based teacher education programs, a more constructive frame considers the short term and long term trade-offs (e.g., recruitment vs. preparation, recruitment vs. retention) that arose from New Jersey’s early implementation of an alternate route program. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Karen Zumwalt
Teachers College, Columbia University
E-mail Author
KAREN ZUMWALT is Edward Evenden Professor Emerita in the Department of Curriculum and Teaching, Teachers College, Columbia University. Following public school teaching in Cleveland, Ohio, and Glencoe, Illinois, she earned her Ph.D. from the University of Chicago. She worked as a teacher educator at Smith College (Massachusetts) for three years and at Teachers College for 37 years. Her writings and research have focused on curriculum and teacher education. She won AERA’s first Interpretive Scholarship Award in 1983 for her NSSE Yearbook chapter on policy implications of research on teaching.
- Gary Natriello
Teachers College, Columbia University
E-mail Author
GARY NATRIELLO is the Ruth L. Gottesman Professor of Educational Research and Professor of Sociology and Education at Teachers College, Columbia University. His research interests include the social aspects of evaluation processes, at-risk youth, and learning environments. He is the author of the chapter on networked learning in the Handbook of Educational Psychology.
- Judy Randi
University of New Haven
E-mail Author
JUDY RANDI is professor of education at the University of New Haven. Her research program focuses on teacher innovations. She has collaborated with teachers to document their innovative teaching practices, including adaptive teaching, self-regulated learning, writing instruction, and visual literacy.
- Alison Rutter
East Stroudsburg University of Pennsylvania
E-mail Author
ALISON RUTTER is Associate Professor in the Department of Early Childhood and Elementary Education, and Special Assistant to the Dean for Professional Development Schools, East Stroudsburg University of Pennsylvania. She earned her M.A., M.Ed. and Ed.D. in the Department of Curriculum and Teaching at Teachers College, Columbia University. In addition to having taught in elementary school, she has worked as a teacher educator at Teachers College, Muhlenberg College, and East Stroudsburg for a total of 20 years. Her writings and research have focused on professional development schools and teacher leadership.
- Richard Sawyer
Washington State University Vancouver
RICHARD SAWYER is professor of education at Washington State University Vancouver. His areas of study are curriculum theory with an emphasis on teacher epistemology and imagination, teacher leadership, duoethnography, and aesthetic curriculum. He recently published Duoethnography: Understanding Qualitative Research, published by Oxford University Press, for which he received the AERA Division D Significant Contribution to Educational Measurement and Research Methodology Award, and “Tracing Dimensions of Aesthetic Currere: Critical Transactions between Person, Place, and Art” in the Currere Exchange Journal.
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