Gregory, S. (2023). Knowns and Unknowns: Mapping the PPAT Assessments Influence on Student Teacher Multicultural Teaching. Doctoral Dissertation, University of Nebraska-Lincoln.
https://www.proquest.com/dissertations-theses/knowns-unknowns-mapping-ppat-assessments/docview/2799375812/se-2

has been cited by the following article:

• TITLE: The Teacher Apprenticeship Model: A Dialectical Analysis of a Crisis Response

  AUTHORS: Scott Gregory

  KEYWORDS: Apprenticeship, Teacher Shortage, Alternative Licensing, Teacher Preparation, Educational Program Providers

  JOURNAL NAME: Open Journal of Social Sciences, Vol.12 No.3, March 27, 2024

  ABSTRACT: This critical essay examines the neoliberal roots of the American teacher apprenticeship program as modeled by the state of Tennessee. A dialectical analysis of model program documents and a review of the economic history of apprenticeships, show that the current iteration of teacher apprenticeships is directly related to the crisis neoliberal capitalism faces today with pervasive teaching shortages in the post-COVID era. The underlying neoliberal roots of the apprenticeship model provides a note of caution to education program providers and their faculty who are looking to engage in providing an apprenticeship model.