Reforming National Accreditation in Teacher Education
I must admit that I was taken aback by the conclu­ sion of Richard Manatt, the College Department Edi­ tor, in his article, "What's Wrong with NCATE?" (July, 1992 , pp. 307-312) . After spending over half of the artic le pointing out the positive strides made in the form and redesign of the only national accrediting body in teacher educa­ tion , he recommends that institutions of higher learn­ ing drop out of NCATE. Not seek to improve it . Not work to see that changes which may be needed are instituted . Drop out . Is that reform? Or is it retreat? It occurred to me that I would probably not have read an argument following this logic in a medical (or law) journal : e.g. , the American Medical Association (or American Bar Association) has some controversy over the standards and/or processes by which medical (law) schools should be approved ; they've done some very good things in strengthening an historically weak process, but there are stil l some points of controversy ; ergo, the best thing for medical (law) schools to do is to drop out . The logic escapes me, as it probably would escape those involved in the preparation arm of the so-cal led "mature" professions. Leaders in medical (or legal) education understand that by abandoning their national approval processes, the medical (law) schools become subject , and vulnerable, only to the rules and regula­ tions of the particular states in which they happen to be located and far more at the mercy of the whims and vicissitudes of potentially parochial state legislative or bureaucratic interest . They lose the perspective, sup­ port and potential protection that national accredita­ tion can provide (for a discussion of the detrimental impact of state policy on teacher education in one par­ ticular state, see Warner, 1990a, 1990b) . This piece is offered less as a response to Professor Manatt than as an update to the current state of affairs with NCATE from the perspective of one who has been intimately involved in the governance of the Council since 1981 as a participant-observer in the NCATE redesign . To place that redesign in context, though , it is useful to begin by reviewing the unique aspects of accreditation in the United States; to discuss aspects of the reform effort ; and to report even more recent actions taken as this aspect of reform continues to evolve.
Documenting Critical Mass for the Use of Interactive Information Technologies in Schools, Colleges, and Departments of Education.
Abstract : The purpose of this study was to advance the knowledge base of critical mass for the use of information technologies within Schools, Colleges, and Departments of Education (SCDEs). Additionally, this study examined the contingent innovation decision of SCDE faculty users and SCDE student users in light of the existence of the required infrastructure for the use of interactive information technologies.
Science fairs as learning tool for teaching excellence
Science fairs are usually considered to be a pedagogical and cultural activity that involves the students actively. Gifted students need challenges to further develop their skills while maintaining the motivation level. Science fairs may provide the informal environment that will request and allow these students of excellence to challenge themselves by developing a scientific research project. Despite being well known in different countries, in Portugal first steps are being made on the use and implementation of science fairs as effective pedagogical tool. In this work, we will present a 4 years study that was developed on a Portuguese school with the main goal of evaluating the advantages of this informal way of teaching. The study includes an analysis of the evolution of the students’ knowledge that have participated, or visited, the different science fairs. Some advices for the implementation of these projects will be given. The motivation of the students was monitored as well as the knowledge and skills effectively improved by this activity.