Revised standards for teacher education programs are discussed, with emphasis on changes from present standards, clarifications of existing standards, and questions about the application of the standards. (JD)

Multicultural education presumes that cultural differences are as much of a child's background as psychological differences and that they influence learning. (JD)

A new system of reviewing accreditation for teacher education institutions is described; the means by which the current ten-year cycle for evaluation may be reduced to a seven-year cycle are outlined. (JD)

Discussed is a recent recommendation that the national accreditation process now applied solely to colleges and universities be expanded to include all institutions, agencies, and organizations involved in long-term cooperative programs to prepare or upgrade school personnel. (JD)

Outlined is a proposal for improving the accreditation process by holding a common higher standard for all small and large institutions at the initial accreditation; differentiating between initial accreditation and reaccreditation visits; and developing pilot sequential data-gathering plans for monitoring interim accreditability. (JD)

The present organization and function of the National Council for Accreditation of Teacher Education is examined; a major reexamination and overhaul of accreditation, including its fundamental purposes, standards, and processes is suggested. (JD)

Most teacher education programs are preparing teachers for conventional self-contained elementary and secondary classrooms; however, programs preparing teachers for more specialized roles and support functions are increasing in number and size. (JD)

A sample group of abstracts on documents produced by ERIC on the subject of accreditation. (JD)

It has been generally agreed that teachers should receive training to prepare their students to meet the social, political, and economic realities that individuals experience in culturally diverse and complex human encounters. (JD)

Data collected form studies conducted in preservice teacher workshops present a strong case that it is possible to train preservice teachers to increase their level of teacher enthusiasm. (JD)

Child achievement scores are higher in a more "supportive," organizationally healthy environment; with information on how selected forces influence teachers, efforts, to change or modify forces to create a healthy work environment become possible. (JD)

The determination of "quality,""adequacy," and "suitability" in the provision of educational programs under the Education for All Handicapped Children Act (PL 94-142) will likely lie with the professionals--teachers, administrators, and teacher educators. This task, both a burden and a challenge, must be fulfilled if the law is to be successful.…

As college and university faculties become increasingly involved in the development of new program specifications, it also becomes more apparent that the need for teacher educators to come to grips with the many issues of competency assessment is critical. (Author/MJB)

Skills, knowledge, and attitudes of highly and moderately effective teachers should be described, and these descriptions should form the basis of the teacher education program and its evaluation. (MJB)

Without an efficient, effective data storage and retrieval system, no performance based teacher education assessment plan will succeed. Concepts and techniques fundamental to the establishment of such a system are described. (MJB)