Teacher education councils have been a recommended means of meeting the National Council for Accreditation of Teacher Education emphasis on a single body being responsible for the organization for the administration of teacher education in each institution of higher education.For this study, the term emerging university (the most recent classification of institutions of higher learning) was defined as an institution with a teachers college and/or normal school background that offered graduate work beyond the masters degree, but which did not meet the criteria for a university in terms of doctorate production. The study was limited to seven midwestern states.The study was conducted in two phases. In phase one, a questionnaire was sent to sixteen institutions which had been identified as emerging universities in the seven states. This questionnaire gathered selected information relative to each institution, the teacher education program, and the teacher education council. (Eleven institutions returned the questionnaire with two indicating they did not have a teacher education council.) Through this information it was hoped to establish the formal role of the teacher education council at each institution.In phase two, visits were made to five institutions representative of those returning the questionnaire. The minutes of the teacher education council were reviewed for the years 1966-67 through 1968-69. A number of individuals having a variety of relationships to the teacher education council were interviewed on each campus.Major findings based on the returned questionnaires were:1. The ratio of legislative councils to advisory councils was 2:1.2. Advisory councils had either fewer members or more members than any legislative council.3. Council members served on an ex officio basis (at least one on every council), by election, or by appointment. Only one council consisted of members selected on a single basis (ex officio).4. Of the nineteen tasks of councils listed on the questionnaire, all but one was checked as being a task of one or more councils. No task listed was checked by every institution. No additional tasks were listed by any institution.Principal conclusions of the total study were:1. Three criteria for evaluating the organization for the administration of teacher education are listed in the Standards and Guide for Accreditation of Teacher Education. 1 On the basis of the suggestions given for applying these criteria, it was concluded teacher education councils that were legislative bodies met the first and third criteria, and those that were advisory bodies met only the third criteria.2. Teacher education was still the major function of emerging universities.3. The dean of the school of education was the most influential individual on most councils.4. Administrators held 34 per cent of the council positions (average). This was just over two-thirds the proportion Tracey found in his study of committees in teachers colleges.25. Students were not on most councils although there seemed to be a developing trend toward including them.6. Structure of the councils seemed unrelated to the size or degree pattern of the universities, or the proportion of the student body enrolled in education.7. Teacher education councils varied widely in structure and function. Concern with undergraduate teacher education was the only common feature.8. The formal role of the councils was more extensive than the operational level of the councils.9. Teacher education councils tended not to play a leadership role in teacher education.10. Minutes of council meetings generally indicated only the motions passed and did not reveal any other items considered at council meetings.--------------------------------1Standards and Guide for Accreditation of Teacher Education (Washington, D.C.: National Council for Accreditation of Teacher Education, 1960), p. 6.2William Raymond Tracey, "A Study of the Use of Faculty Committees in the Administration of Colleges for the Education of Teachers" (unpublished Ed.D. Dissertation, Boston University School of Education, 1955), Abstract, p. 2.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/176885 |
| Date | January 1969 |
| Creators | Horne, Francis Marion |
| Contributors | Swafford, George E. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | vii, 179 leaves ; 28 cm. |
| Source | Virtual Press |
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