The Legacy of NCATE [electronic resource] : An Analysis of Standards and Criteria for Compliance since 1957. Fifth Draft / Donald R. Cruickshank and Others.
This study was conducted in order to make public the collective criteria that have been used by the National Council for the Accreditation of Teacher Education (NCATE), since its inception in 1954. The report addresses the following issues: the standards to which professional education units in coll...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1991.
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| Subjects: |
MARC
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| 100 | 1 | |a Cruickshank, Donald R. | |
| 245 | 1 | 4 | |a The Legacy of NCATE |h [electronic resource] : |b An Analysis of Standards and Criteria for Compliance since 1957. Fifth Draft / |c Donald R. Cruickshank and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1991. | ||
| 300 | |a 85 p. | ||
| 500 | |a ERIC Document Number: ED339686. | ||
| 520 | |a This study was conducted in order to make public the collective criteria that have been used by the National Council for the Accreditation of Teacher Education (NCATE), since its inception in 1954. The report addresses the following issues: the standards to which professional education units in colleges and universities have been held when national certification is sought; the criteria used in judging preparation programs; and those standards which have remained constant or have changed since 1957. Copies of all NCATE standards and their revisions dating to their 1957 inception were sought. Six major targets (governance; admission and retention of students; faculty teaching, research, and service; curriculum; evaluation; and the context and resources supporting professional programs) were selected for interpretation. Findings suggest a very large number of criteria (145) are viewed as appropriate and necessary for use in judging preparation programs. About half of the original criteria introduced survive. They reflect many beliefs and values; they seem to be given equal importance, but vary in clarity; and they omit some important qualities of preparation programs. A second phase of this study will examine the validity of the standards to which professional education has been held. (LL) | ||
| 650 | 0 | 7 | |a Academic Standards. |2 ericd. |
| 650 | 1 | 7 | |a Accreditation (Institutions) |2 ericd. |
| 650 | 1 | 7 | |a Accrediting Agencies. |2 ericd. |
| 650 | 0 | 7 | |a Admission Criteria. |2 ericd. |
| 650 | 0 | 7 | |a Educational Research. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Evaluation Criteria. |2 ericd. |
| 650 | 0 | 7 | |a Governance. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a National Programs. |2 ericd. |
| 650 | 0 | 7 | |a Resource Allocation. |2 ericd. |
| 650 | 1 | 7 | |a Schools of Education. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Education Curriculum. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Education Programs. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Educators. |2 ericd. |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED339686 |h Other scheme |i web |n 1 |