Teacher Education Program Admissions--A Case Analysis.

Autor/in	Marshman, Larry R.
Titel	Teacher Education Program Admissions--A Case Analysis.
Quelle	(1981), (12 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Academic Standards; Accreditation (Institutions); Admission Criteria; College Admission; College Entrance Examinations; Education Majors; Educational Responsibility; Governance; Higher Education; Preservice Teacher Education; Schools of Education; Selective Admission; State Boards of Education; State Standards; Louisiana + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; Aufnahmeprüfung; Erziehungsverantwortung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Erziehungswissenschaftliche Fakultät; Bildungsselektion
Abstract	Control of entry into teacher education programs should be a function of the teaching profession, with philosophy and parameters set by the professional associations while policy and procedures are set by the teacher training institutions. This problem is approached by examination of conditions that prevail in Louisiana. A strong foundation in state law is found for control of entry by the teacher training institutions, but there is a recent tendency to propose highly specific criteria which represent direct control of entry. State agencies and boards have recently recommended stricter entry standards. State accreditation standards have refrained from specification of criteria, leaving control of entry with the schools of education. No demands, directions, or levels of performance are described by the guidelines for program approval at the state level. In Louisiana, there is no evidence of professional associations' influence on the control of entry into teacher education programs, even though the need has been expressed by various associations. Enrollment-based formula funding, with its premium on numbers, may be a powerful influence on the current attitude of university training programs toward control of entry. Control of entry should be a professional responsibility in which the power is drawn from the practicing profession. A standing commission should be established to recommend parameters for selective admissions. This committee, composed of members appointed by the executive board of the state education association and by the Council of Deans of Colleges of Education, would report to those groups on the status of selective admissions in the state. Independent of any other agencies, the commission would address all attempts to regulate control of entry. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC