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Volume 119, Number 14 (2017)

 
by Gary Natriello & Karen Zumwalt
An Introduction to the Yearbook
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by Gary Natriello
To provide context this article considers the policy environment that led to the reform of college-based teacher education and the introduction of an alternate route program in New Jersey in the 1980s.
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by Karen Zumwalt, Gary Natriello, Judy Randi, Alison L. Rutter & Richard Sawyer
Using survey data, this article reviews findings about the recruitment, preparation, placement, and retention of 315 elementary, secondary English, and secondary math teachers prepared to enter New Jersey public schools in fall 1987.
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by Karen Zumwalt, Judy Randi, Alison L. Rutter & Richard Sawyer
This longitudinal study follows 25 exemplar elementary, secondary English, and secondary math teachers prepared in New Jersey’s alternate route program (AR) or college-based programs (CB) for 11 years.
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by Judy Randi & Karen Zumwalt
Drawing on interviews, this article explores the motivations of the 25 exemplar elementary, secondary English, and secondary math teachers at the time they chose to enter teaching either through New Jersey’s alternate route (AR) program or college-based (CB) programs in the state.
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by Judy Randi
This article describes and compares the preparation experiences of the 25 exemplar elementary, secondary English, and secondary math teachers entering teaching through college-based (CB) programs or the New Jersey Teacher Education Project, one of the nation’s first alternative routes (AR) to certification. The article then follows these teachers into their first experience “on the other side of the desk.”
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by Judy Randi
Using multiple waves of data, this article follows the 25 exemplar elementary, secondary English, and secondary math teachers prepared in New Jersey’s alternate route (AR) program or college-based (CB) programs through their 11th year of teaching.
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by Richard Sawyer
This article examines 24 teachers’ perceptions of their curriculum and curricular choices over their first 11 years of teaching.
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by Alison L. Rutter
This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and secondary math teachers who were still teaching 10-plus years after they entered teaching either through New Jersey’s alternate route (AR) program or college-based (CB) programs in the state.
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by Karen Zumwalt, Gary Natriello, Judy Randi, Alison L. Rutter & Richard Sawyer
Taking stock, this article explores emerging themes common to the literature on alternate routes and unique contributions of this volume in relation to the recruitment, preparation, placement, and retention of teachers prepared in college-based and alternate route programs.
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