Historically Black Colleges and Universities and the Challenge of Teacher Licensure Tests.
The current highstakes accountability environment which emphasizes testing and consequences, requires colleges of education to meet acceptable passing rates on teacher licensure tests. Historically Black Colleges and Universities (HBCUs) are responding to the accountability challenge by developing a...
| Publicado en: | Western Journal of Black Studies Vol. 28; no. 4; pp. 449 - 453 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Washington State University Press
Winter2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=21334885&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 21334885 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01974327 WJB jtl: Western Journal of Black Studies issn: 01974327 maglogo: N pubinfo: dt: Winter2004 vid: 28 iid: 4 pid: 2449 pub: Washington State University Press artinfo: ui: 21334885 ppf: 449 ppct: 4 formats: fmt: @attributes: type: P size: 392KB tig: atl: Historically Black Colleges and Universities and the Challenge of Teacher Licensure Tests. aug: au: Nnazor, Reginald Sloan, Jo Higgins, Patricia affil: Kentucky State University su: National teacher examinations Teacher evaluation Historically Black colleges & universities Universities & colleges United States sug: subj: United States National teacher examinations Teacher evaluation Historically Black colleges & universities Universities & colleges ab: The current highstakes accountability environment which emphasizes testing and consequences, requires colleges of education to meet acceptable passing rates on teacher licensure tests. Historically Black Colleges and Universities (HBCUs) are responding to the accountability challenge by developing and implementing a variety of initiatives aimed at strengthening their teacher education programs, and helping their students to pass licensure tests. Nevertheless, the accountability climate generates considerable anxiety, within teacher preparation institutions generally, and tends to threaten both the historical mission of HBCUs, as well as the goal of achieving teacher diversity in schools. Illustrating with initiatives at the Kentucky State University this paper focuses on how HBCUs are responding to the challenge of the current accountability environment. Some key policy issues and unintended consequences of the accountability environment are highlighted. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Western Journal of Black Studies is the property of Washington State University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Western Journal of Black Studies holder: Washington State University Press dt: @attributes: year: 2004 holdings: @attributes: islocal: N |
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