Major Publications
AN ANALYSIS OF TRAINING AND STAFF DEVELOPMENT NEEDS FOR CURRENT AND FUTURE ALTERNATIVE EDUCATORS IN MAINE
July 2003
Pre-Introduction
Introduction
Background and
Rationale for Current Study
Objectives of
Current Study
Method
Initial
Preparation and Research
Instrumentation
Distribution of
the AES
Data Analysis
Limitations of
Study
Results and Discussion
Procedures for
Reporting and Analyzing Data
Basic Response
Information
Table 1: Respondents' Personal and Professional Information
Table 2: Program Information
Importance of Knowledge, Skills, and Competencies To Be An
Effective Teacher
Table 3: Alternative Educators' Perceptions of Knowledge,
Skills, and Competencies To Be An Effective Teacher
Perceived Obstacles
Table 4: Alternative Educators' Perceptions of Obstacles to
the Success of Their Current Program
Perceptions Relative to Contemporary Issues and Concerns
Table 5: Alternative Educators' Perceptions: Students Today,
Compared With Students Ten Years Ago, Are Experiencing More PERSONAL
Problems and Difficulties That Are Serving As Barriers To Their
Learning and Adjustment
Table 6: Alternative Educators' Perceptions: Students Today,
Compared With Students Ten Years Ago, Are Experiencing More FAMILY
Problems and Difficulties That Are Serving As Barriers To Their
Learning and Adjustment
Table 7: Alternative Educators' Perceptions: Students Today,
Compared With Students Ten Years Ago, Are Experiencing More COMMUNITY
and SOCIETAL Problems and Difficulties That Are Serving As Barriers To
Their Learning and Adjustment
Table 8: Alternative Educators' Perceptions: Maine's Current
Educational Reform Movement (Learning Results) Will Increase The
Percentage of Students Who Are Likely To Drop Out of School
Table 9: Alternative Educators' Perceptions: The Need for
Alternative Education Programs Throughout Maine Will Significantly
Increase During The Next 5 Years
Table 10: Alternative Educators' Perceptions: Alternative
Education Programs Should Be Available in All Maine School Districts
At The Elementary Level
Table 11: Alternative Educators' Perceptions: Alternative
Education Programs Should Be Available in All Maine School Districts
At The Middle/Junior High Level
Table 12: Alternative Educators' Perceptions: Alternative
Education Programs Should Be Available in All Maine School Districts
At The High School Level
Table 13: Alternative Educators' Perceptions: All Students
Enrolled in Undergraduate Teacher Preparation Programs Should Be
REQUIRED To Take At Least One Course That Focuses Upon "Underestanding
and Teaching of At Risk Students" or "Alternatives in Education"
Table 14: Alternative Educators' Perceptions: All Students
Enrolled in Graduate Teacher Preparation Programs Should Be REQUIRED
To Take At Least One Course That Focuses Upon "Underestanding and
Teaching of At Risk Students" or "Alternatives in Education"
Table 15: Alternative Educators' Perceptions: University Undergraduate
Teacher Preparation Programs Should Provide Formal Coursework and
Practicum Experiences for Students in the Area of "At Risk Students"
and "Alternative Education"
Table 16: The State of Maine Should Establish a Specific
Certification/Endorsement Credential for "Alternative Education
Teachers"
Current Training Needs
Background Information
Specific
Current Training Needs
Table 17: Skills, Competencies, and Areas of Training
Perceived To Be Helpful to Alternative Educators Within Current
Position
Level of Interest in In-Service Activities
Factors and Conditions Affecting Participation in In-Service Training
Activities
Effective
Instructional Vehicles
Table 18: Rank Order of Alternative Educators' Perceptions of Major
Factors Which Would Determine Their Participation in In-Service
Training Opportunities
Table 19: Rank Order of Alternative Educators' Perceptions Relative to
the Most Effective Vehicle for Delivery of Their In-Service Training
Summary and Recommendations
Summary of Study
Recommendations
Endnotes
References
Appendix A Cover Page
Appendix A: Alternative Educators Survey (AES)
Appendix B Cover Page
Appendix B: Explanatory Cover Letter
Appendix C Cover Page
Appendix C: Perceived Current Training Needs
Appendix C: Perceptions of Importance of Knowledge, Skills and
Competencies To Be An Effective Teacher
Appendix C: Perceived Obstacles To The Success of Your Current
Program
Appendix C: Professional Perceptions and Recommendations
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