CBTE And Teacher Education Governance [microform] / Sue Marks and Others.
This study examined institutional analysis reports of sixteen teacher education institutions in West Virginia to see how two sections of the state standards affected the governance of the institutions. The standards required that: (1) the institutions provide an organizational structure that ensures...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1981.
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| Subjects: |
MARC
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| 100 | 1 | |a Marks, Sue. | |
| 245 | 1 | 0 | |a CBTE And Teacher Education Governance |h [microform] / |c Sue Marks and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1981. | ||
| 300 | |a 20 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (Dallas, TX, February 16, 1981). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED201627. | ||
| 520 | |a This study examined institutional analysis reports of sixteen teacher education institutions in West Virginia to see how two sections of the state standards affected the governance of the institutions. The standards required that: (1) the institutions provide an organizational structure that ensures cooperative program planning in all disciplines; and (2) the institutions maintain a standing policy-recommending body for program planning and evaluation. The standing body should be representative of public school personnel, college faculty, teacher education students, and professional educators. Among the findings were: (1) All of the institutions reported the existence of a standing body, although variations in scope of representation, size, means of selection, and frequency of meetings were evident; (2) Not all of the institutions complied with the requirement that the standing body make policy recommendations or have program planning or evaluation responsibilities; and (3) The standing bodies functioned at various stages of planning, from initiating and deliberating to implementing. It can be concluded that, although the standards have imposed restrictions, diversity and freedom still exist in the institutions. (FG) | ||
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| 650 | 0 | 7 | |a Accreditation (Institutions) |2 ericd. |
| 650 | 1 | 7 | |a College Governing Councils. |2 ericd. |
| 650 | 0 | 7 | |a College Planning. |2 ericd. |
| 650 | 0 | 7 | |a Compliance (Legal) |2 ericd. |
| 650 | 1 | 7 | |a Governance. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Institutional Characteristics. |2 ericd. |
| 650 | 1 | 7 | |a Policy Formation. |2 ericd. |
| 650 | 1 | 7 | |a Schools of Education. |2 ericd. |
| 650 | 1 | 7 | |a State Standards. |2 ericd. |
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