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ERIC Number: ED041857
Record Type: RIE
Publication Date: 1970-Jul
Pages: 19
Abstractor: N/A
Reference Count: 0
Elementary Teacher Education Models Analyzed in Relation to National Accreditation Standards.
LeBaron, Walt
This report is a cross-evaluation of two significant efforts to improve teacher education in the United States. The USOE models project and the NCATE accreditation standards both recognize that teacher education programs can best be examined as a totality, and both relate program and evaluation of graduates to stated goals. (See also ED037422 for analytic summaries of the models' specifications). The models are not yet operational realities and although their practical feasibility has not been tested, it can be predicted with some degree of certainty in terms of the five major categories in the accreditation standards: 1) curricula for basic programs; 2) faculty; 3) students; 4) resources and facilities; and 5) evaluation, program review and planning. Each of these areas is considered in some detail in the report. The conclusion suggests that, in general, the standards provide a useful mechanism for evaluating the models. Although the ten models have been considered as a group, there are wide differences between them, which will become clear through operation, and the directions indicated will become increasingly useful and will demonstrate the necessity for continued upgrading and improving of standards for accreditation. (MBM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: American Association of Colleges for Teacher Education, Washington, DC.
Identifiers: Comprehensive Elementary Teacher Education Models