ERIC Number: ED220433
Record Type: RIE
Publication Date: 1982-Jun
Reference Count: 0
A Survey of Criteria for Admitting Students to Teacher Education Programs.
Laman, Archie E.; Reeves, Dorothy E.
The purpose of this study was to determine the status of teacher admissions in institutions which are members of the American Association of Colleges for Teacher Education. A concomitant purpose was to determine, by comparison with a national study in 1972 on the same topic, emerging trends in teacher education. A questionnaire that was similar, in most respects, to the instrument used in the 1972 study invited responses, both structured and unstructured, from teacher training personnel in each institution. Replies from 121 institutions were studied. Information was sought about: (1) methods of admitting students to teacher education programs; (2) criteria used in admitting students to teacher education programs; (3) admission criteria for teacher education programs that students most often failed; (4) use of grade point averages in admitting students; (5) use of quotas in admitting students to teacher education programs; (6) initiatives being taken to change practices and policies of admitting students to teacher education programs; (7) number of students admitted to teacher education programs; and (8) recruitment efforts for highly qualified candidates for admission to teacher education programs. A summary of the significant findings pertaining to these topics is presented in both tabular and narrative form. An analysis is given of the data from each topic, and a commentary on the findings includes comparisons between the 1972 and 1981 studies. (JD)
Descriptors: Academic Ability, Academic Standards, Admission Criteria, Comparative Analysis, Educational Trends, Enrollment Trends, Grade Point Average, Higher Education, Policy Formation, Preservice Teacher Education, Schools of Education, Student Recruitment, Teacher Education Programs, Teacher Qualifications, Testing
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A