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“No prior experience necessary” a multi-method analysis of emergency teacher certification
Get PDFThe use of emergency certification for classroom teachers is meant to be a temporary measure that allows school districts to address pressing teaching vacancies in the short term. However, descriptive evidence indicates that the use of emergency certification is rising, and that it has become institutionally entrenched in many states. Given the evidence base indicating the importance of teachers to educational performance, emergency certification raises important questions about who is entering the profession through this pathway, how it influences traditional pathways to the teaching profession, and under what contextual circumstances emergency certification is most likely to be used. This three-paper dissertation explores the association between expanded provisions for emergency certification and enrollments in traditional teacher preparation programs; the contextual circumstances under which emergency certification is used; and the motivations of individuals entering teaching through the emergency certification. In the first paper, analyses show mixed results on the relationship between emergency certification and traditional teacher preparation enrollment. In the second paper, analyses indicate that emergency certified teachers are concentrated in rural and urban school districts. It was also found that emergency certified teachers are more commonly found in early childhood/elementary education, followed by non-core electives. In paper three, in-depth interviews with 30 emergency certified teachers suggested that many emergency certified teachers have a desire to serve youth with special needs, want to help schools in need, and have lifelong aspirations of becoming a teacher. However, individuals also used emergency certification as a contingency employment option, turned to teaching out of financial necessity, and wanted to test out the profession before fully committing to it. Considering the limited literature on emergency certified teachers, these three studies fill key gaps in scholarly knowledge on the use of emergency certification
Ittibaapishiꞌat Ittachapa: Chickasaw and Choctaw Relations in Indian Territory, 1839-1856
Get PDFMy thesis explores the relations between the Chickasaw and Choctaw Nations from 1839 to 1856. In 1839, the majority of Chickasaws were living in Indian Territory under the Choctaw Nation tribal government and in 1856, the Chickasaw Nation adopted their first constitution as an independent sovereign nation. It is an under researched time period with no secondary sources exclusively focused on it. When it is mentioned in secondary sources, it is often about one tribe or the other, not both, and they focus on two main arguments: The Chickasaw Nation never wanted to surrender their sovereignty, much less have to answer to the Choctaw Nation, and that the Choctaw Nation was unwilling to sell part of their new home in Indian Territory to the Chickasaw. However, research into primary sources written during the time period by Chickasaw and Choctaw leadership reveal a much more complicated answer that exposes the true motivations of each nation. I argue that the Chickasaws saw their inclusion in the Choctaw government as a temporary situation from the signing of the Treaty of Doaksville in 1837 and the Choctaw Nation only agreed to the Treaty of 1856 in order to hold the U.S. accountable for outstanding claims. I consider the long history between the Chickasaw and Choctaw people, which includes shared origin and migration stories and the blood wars of the 1700s that provides further context for their relationship. Using a Chickasaw historical research methodology, a Chickasaw lens, and traditional historical research methods to analyze historical documents, letters, and tribal and U.S. government records, I reveal the complex, sibling-like relationship of the Chickasaw and Choctaw Nations leading up to their historical separation in 1856