Producing effective teacher preparation programs

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Producing effective teacher preparation programs

by Judy L. Carter , July 14, 2007

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* Grade inflation is practiced, and competent students are seldom challenged.

* Faculty development is not encouraged and grant writing is not a priority.

* Incompetent professors remain protected and employed while negative student evaluations are ignored.

* A fifth year is added in order to graduate from an SCDE, but often, instead of learning new work, the students are given more of the same.

Whenever these weaknesses are identified and the deficiencies are removed, a strong teacher preparation program usually emerges.

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Comments posted here may be reprinted in Diverse: Issues In Higher Education magazine, and may be edited for purposes of clarity and/or space.

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