Teacher education faculty members, state certification officers, and National Council for Accreditation of Teacher Education (NCATE) staff share what they have learned from their NCATE-state joint review and accreditation visits, noting dilemmas concerning the joint review (e.g., proactive versus reactive measures, issues of partnership versus…

A group of teacher education faculty, state certification officers, and National Council for Accreditation of Teacher Education (NCATE) staff share what they have learned from State-NCATE joint review and accreditation visits. In the state-NCATE-based approach, the NCATE reviews the operation of the units, and the state reviews content preparation…

Questions the validity, relevance, and operational characteristics of the National Council for Accreditation of Teacher Education (NCATE) standards. Urges critical analysis of the standards; political action to force NCATE to justify its standards; and a comprehensive review of the standards. (IRT)

Procedures of the National Council for Accreditation of Teacher Education are criticized, based on the review of an innovative program run jointly by Washington University and Maryville College in Missouri. Teams evaluating the same program at the two schools approved Washington University's and disapproved Maryville's. (PP)

The National Council for the Accreditation of Teacher Education (NCATE) formulates standards that do not focus on the quality of teacher education graduates. Their "standards" also act as a prop for obsolete curricula and place too great an emphasis on regulating processes and procedures. (JN)

Argues that the National Council for the Accreditation of Teacher Education's (NCATE) intent to accredit only high quality programs is overly grandiose, suggesting that NCATE should instead focus on identifying weak programs. The article argues in support of this minimalist mission for NCATE and offers suggestions for moving NCATE toward a more…

The increasingly heavy load of detailed extraneous National Council for Accreditation of Teacher Education Standards has had little effect on improving the quality of teacher preparation programs. In place of the present mass of standards, four standards are proposed. These alternative standards focus on adequate financial support, selective…

This monograph provides a framework for analyzing and evaluating the soundness of teacher education reform proposals. Key questions covering five areas that may be addressed to various proposals are presented: (1) problem definition; (2) solutions proposed; (3) rationale for the problem definition and proposed solutions; (4) feasibility of…

This paper presents four major teacher education reform thrusts in the United States, touching on several important characteristics of the U.S. context for teacher education: the locus of control for education; both private and public control over teacher education; the loss of faith in education; disagreement over whether teacher education needs…