Federal attention to teacher certification and licensure: two policy case studies

Policy case studies are presented on two congressional proposals that, if implemented, may result in implicit or explicit federal government endorsement of particular standards for the licensure or certification of teachers. They are, (a) authorization for the United States Department of Education to award design and implementation grants for programs of alternative teacher credentialing, and (b) appropriation of federal funds to support the National Board for Professional Teaching Standards. A discussion of the genesis of each proposal, a review of the legislative history of these two measures, and analysis of supporting rationale for each is included. Using an analytic framework based on the works of Deborah Stone and Thomas Green, it was determined that unresolved policy conflicts over teacher education governance and content led to federal attention to matters of teacher certification and licensure.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Research and Evaluation

Department dc:contributor.department

Research and Evaluation

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

1994

Author dc:creator

• Earley, Penelope M.

Chair dc:contributor.committeechair

• Hereford, Karl T.

Committee members dc:contributor.committeemember

• Rohr, John A.
• Garrison, James W.
• Fortune, Jimmie C.
• Alexander, M. David

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

etd-10022007-145344

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/39528