State Associations of Colleges for Teacher Education and Institutional Change.

Autor/in	Smith, Mark
Institution	American Association of Colleges for Teacher Education, Washington, DC.
Titel	State Associations of Colleges for Teacher Education and Institutional Change.
Quelle	(1981), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Agents; Compliance (Legal); Educational Responsibility; Federal Legislation; Governance; Higher Education; Mainstreaming; Organizational Climate; Program Administration; Program Development; Pyramid Organization; Special Education; Statewide Planning; Teacher Education Programs + Suchen Sie Ihr Suchwort? Erziehungsverantwortung; Bundesrecht; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Organisationsklima; Programmplanung; Special needs education; Sonderpädagogik; Sonderschulwesen; Planwirtschaft
Abstract	A network of the American Association of Colleges for Teacher Education (AACTE) state associations and liaisons was used in a project sponsored by the Office of Special Education to help the deans and directors of teacher education programs understand and meet their goals and obligations under the Education of All Handicapped Children Act and the Rehabilitation Act. Under the close coordination of the AACTE units, a national-to-state-to-institution process of change was possible. The project provided a mechanism for AACTE member institutions which had Dean's Grants to assist those schools, colleges, and departments of education without Dean's Grants. Project activities within the 54 states and territories during the three-year program included assessment, staff development, and professional collaboration. The results of an evaluation of the project showed that there was overwhelming support for the project as a model for utilizing the state associations and AACTE coordinating units at the institutional and local levels. It was perceived as a cost efficient and flexible method which, with some limitations, could be replicated with other issues and concerns in the future. (FG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC