The impact of teacher preparation on student achievement in algebra in a “hard-to-staff” urban PreK-12-university partnership

Debate about teacher supply, demand, retention, and attrition has been renewed in recent years by an increased concern about the reduced numbers of prospective teachers entering teacher education programs, the high attrition rate of beginning teachers, and the resulting teacher shortages. U.S. schools are experiencing teacher shortages, especially in low-income urban areas, because of increased school enrollment, teacher retirement, reduction in class size, teacher attrition, and turnover related to low salaries, job dissatisfaction, and lack of administrative support and influence over decision-making. Recently, the increased interest in teacher quality has been the topic of debate for policy-makers, the public, and the educational community. The purpose of this study was to determine if a nontraditional teacher preparation program, the Transition To Teaching program, was a viable way to ease the teacher shortages in a high poverty, urban U.S. school district, and at the same time, to evaluate the impact of teacher training on students' academic achievement. The results of this study afford evidence that the students taught by 1st-year, alternatively prepared teachers achieved as well as or better than their peers taught by traditionally certified 1st-year teachers, according to student achievement in mathematics, specifically Algebra I.     

Inclusion of all in the neighbourhood school and student well-being in Senegal from the perspective of a practicing pedagogue

The education system in Senegal has become more democratic and has adopted international policies for inclusive education after decades of normative and selective practices. Advances are being made for recognising individual student needs in school facilities, pedagogy and teaching practices. This article draws on the first-hand knowledge of the context in Senegal by a current inspector and prior teacher in inclusive practices in Senegal, as well as a purposive review of relevant studies and reports. Current needs for development are identified and discussed, including the structuring of physical settings adapted to special needs learning, interaction with families, as well as communication about disabilities in local communities to reduce social stigma. Building on a review of the current context and needs, the article underscores that it is necessary to move away from superficial symptom identification. Instead, what is needed are changes in teaching and learning practices, as well as in socio-cultural and physical learning environments, to accommodate special needs students. Finally, necessary rethinking of the professional development of teaching staff in Senegal is called for. The inspiration for this development is closely tied to pedagogical responsibility, ethically based care, and the desire teachers have for succeeding in didactic action.