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ERIC Number: EJ1176477
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1940-4476
The Complexities of Middle Level Teacher Credentialing: Status Report and Future Directions
Howell, Penny B.; Cook, Chris M.; Miller, Nicole C.; Thompson, Nicole L.; Faulkner, Shawn A.; Rintamaa, Margaret F.
RMLE Online: Research in Middle Level Education, v41 n4 p1-12 2018
Specialized preparation and credentialing for teachers of young adolescents continue to be the focus of advocacy efforts within the field of middle level education. To better understand the status of middle level teacher credentialing throughout the United States, this descriptive, pragmatic, qualitative study explored how specialized middle level teacher credentials are addressed in the United States and what options are available. Researchers reviewed publicly available documents from each state and the District of Columbia. The findings revealed wide variations in the (a) credentialing authority, (b) credential name, (c) credential grade bands, (d) extent of overlapping credentials, (e) testing requirements, and (f) field experience requirements. Findings draw attention to the complexity of educator credentialing in the United States and document the extreme variations of middle level teacher credentialing across the country. Implications for policymakers and institutions of higher education are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A