Trivializing Teacher Education The

This book is a critical examination of the practices, processes, and tactics of the National Council for Accreditation of Teacher Education (NCATE), the largest accreditor of teacher education programs in the country. Those who have concerns about how well teachers are prepared in our country need to become aware of this influential organization and its stranglehold on teacher preparation.

Dale D. Johnson is professor of literacy education at Dowling College, Oakdale, Long Island, New York Bonnie Johnson is professor of human development and learning at Dowling College Stephen J. Farenga is associate professor and former chair of the Department of Human Development and Learning at Dowling College Daniel Ness is an associate professor in the Department of Human Development and Learning at Dowling College

Foreword	p. ix
Preface	p. xv
Acknowledgments	p. xix
Introduction	p. 1
The NCATE Brand	p. 9
Interviews with "Stakeholders"	p. 37
NCATE's Origin, Governance, and Processes	p. 59
The Standards	p. 83
NCATE's Positions, Policies, and Projects	p. 111
NCATE and High-Stakes Testing	p. 145
NCATE's Lack of Research	p. 169
NCATE Economics	p. 201
Recommendations and Conclusions	p. 219
Index	p. 231
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Trivializing Teacher Education The Accreditation Squeeze

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