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The net number of individuals to whom the survey was fielded, then, was 1,822, and we received from them 719 responses. This resulted in a response rate of 36 percent of the original sample and 39 percent of the in-scope individuals contacted. We also conducted a follow-up phone survey of 200 randomly selected nonrespondents. The purpose of this follow-up survey was to assess the reason for their failure to respond. s. As detailed in the appendix, About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files.

INTRODUCTION 19 the opportunity to receive training, gain experience, and serve as resources for science education in K-12 schools. Expected outcomes from this new initiative include “…improved communication and teaching skills for the fellows, enriched learning by K-12 students, professional development opportunities for K-12 teachers, and strengthened partnerships between institutions of higher education and local school districts” (National Science Foundation, 1999). s in such positions in selected states.

For nearly 20 years, alternative certification has helped school districts and states meet the need for qualified teachers and will continue to be important as they seek to hire 200,000 or more teachers each year in the next decade. School districts, states, and institutions of higher education first developed alternative certification programs in response to the threat of teacher shortages in the early 1980s and the number of programs has grown since. In 1998, according to the private, non-profit National Center for Education Information (NCEI), 41 states and the District of Columbia report at least one alternative teacher certification program.

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