NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ956001
Record Type: Journal
Publication Date: 2011-Aug-30
Pages: 22
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1068-2341
Pursuing Equity in and through Teacher Education Program Admissions
Childs, Ruth A.; Broad, Kathryn; Gallagher-Mackay, Kelly; Sher, Yael; Escayg, Kerry-Ann; McGrath, Christopher
Education Policy Analysis Archives, v19 n24 Aug 2011
This case study investigated equity in teacher education admissions. Through document analysis and structured interviews with ten past or current members of the admissions committee in a large initial teacher education program in Ontario, we developed an understanding of equity in teacher education admissions as encompassing two foci: equity in admissions--that is, equity of access for applicants to the program--and equity through admissions--that is, equity of educational opportunity and outcomes for the children in the schools where the teachers trained by the programs will eventually teach. Our analysis illustrates the importance of recognizing both foci and the tensions between them.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada