ERIC Number: ED480849
Record Type: RIE
Publication Date: 2003
Reference Count: N/A
Convergence or Divergence: Alignment of Standards, Assessment, and Issues of Diversity.
Carter, Norvella, Ed.
In this report, teacher educators scrutinize the relationships between the standards and assessment movement in education and the United States' increasingly multicultural population. The papers include: "Foreword" (Jacqueline Jordan Irvine); (1) "Diversity and Standards: Defining the Issues" (Norvella P. Carter); (2) "Accountability and Assessment in Teacher Education" (Boyce C. Williams and Jerrie Cobb Scott); (3) "Preservice Teacher Preparation: Challenges of Diversity in NCATE Accreditation" (Gwendolyn Trotter and Cristina Rios); (4) "Examining INTASC Standards through the Lens of Multicultural Education: Meeting the Needs of Underserved Students" (Norvella P. Carter and Patricia J. Larke); (5) "Diverse Practitioners and Diverse Student Populations: Opportunities and Challenges in the Alignment of National Standards" (Deneese L. Jones); (6) "Diversity and NBPTS Certification: Higher Education and State Initiatives" (Nita A. Paris, Gail Sherer, and Yiping Wan); (7) "Compatibility of National Standards for Diversity with P-12 Standards" (Fannye E. Love and Bobbie C. Smothers); (8) "The Role of State Standards: Compounding, Confounding, or Contributing to Diversity?" (Beverly L. Downing and Sylvia A. Mason); and (9) "Making It Work: Conclusions Regarding Diversity as a Unifying Theme in Standards, Assessments, and Accountability" (Mary Hatwood Futrell and Joel Gomez). (Papers contain references.) (SM)
Descriptors: Academic Standards, Accountability, Disadvantaged Youth, Diversity (Faculty), Elementary Secondary Education, Evaluation Methods, Higher Education, Multicultural Education, National Standards, Preservice Teacher Education, State Standards, Student Diversity, Student Evaluation, Teacher Certification
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Publication Type: Books; Collected Works - General; ERIC Publications
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: American Association of Colleges for Teacher Education, Washington, DC.; ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.