Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Rosenberg, M. S.
Right arrow Articles by Sindelar, P. T.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Rosenberg, M. S.
Right arrow Articles by Sindelar, P. T.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The Proliferation of Alternative Routes to Certification in Special Education

A Critical Review of the Literature

Michael S. Rosenberg

Johns Hopkins University

Paul T. Sindelar

University of Florida

In this article we review research on alternative routes to certification (ARC) in special education. First, ARC is defined, and the confluence of factors that has hastened its growth and popularity, particularly in specialized, high-need areas such as special education, is discussed. Second, available research in the area of ARC in special education is summarized, with particular attention to the efficacy of the various approaches and programs and to the process and outcome variables used to assess program impact. Third, programmatic features associated with successful ARC programs are described, and what remains unknown about ARC programs is discussed. We conclude with a series of recommendations for policymakers and teacher educators.

The Journal of Special Education, Vol. 39, No. 2, 117-127 (2005)
DOI: 10.1177/00224669050390020201
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
T. J. Frey
An Analysis of Online Professional Development and Outcomes for Students With Disabilities
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, February 1, 2009; 32(1): 83 - 96.
[Abstract] [PDF]

Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
L. Wasburn-Moses and M. S. Rosenberg
Alternative Route Special Education Teacher Preparation Programs Guidelines
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, November 1, 2008; 31(4): 257 - 267.
[Abstract] [PDF]