Collaborative Teacher Preparation Program

The need for increased black teacher education graduates---a need cited by many other educators and researchers (e.g. Cooper, 1986; Goertz, Ekstrom & Coley, 1984; Smith, 1989)---highlights the importance of developing and implementing successful black teacher preparation programs.

This study investigates a collaborative teacher preparation program. The investigation is important because without evaluative research on developed programs there is no way to determine whether they are meeting the objectives set for them. In addition, the investigation of the selected program should provide data which can be used by researchers evaluating similar programs. In other words, this study will provide a database for future, similar inquiries.

So that the proposed study may be placed in context, this section of the prospectus reviews the existing research on selection and retention of black teachers in teacher preparation programs. The reviewed material is divided into four broad categories: These are: (1) literature related to reasons for the black teacher shortage; (2) evaluative studies of teacher preparation programs; (3) literature on the retention/recruitment factor

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ducation program has cited evidence that standardized test scores are being used as criteria for both selection and successful passage through teacher preparation programs, and that there are reasons to believe that the tests are actually poor criteria for predicting actual teacher performance. Thus, these tests can act as a barrier to minority entrance into teacher preparation programs. It is the operation of the PPST as a barrier to minority selection/recruitment that served as the rationale for this study's examination of the instrument. Teacher Preparation Programs Linton and Searfoss (1989) described a teacher preparation program implemented at Arizona State University for the purpose of helping students overcome standardized test barriers. The program was directly aimed at minority students and specifically addresses itself to students passing the PPST, enhancing their motivation and test-related academic skills. Not only did the program result in higher numbers of minority students passing the test, but it also assisted students to have more positive feelings about themselves and their university. In their evaluation of the program, Linton and Searfoss (1989) found three primary program features to be maximally cont
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Some common words found in the essay are:
PPST NTE, Pittman Ottinger, University Ansah, Education Department's, Section Summary, Wiley Boser, Lyndhurst Program, NTE PPST, PPST Ansah, Overall Summary, teacher preparation, preparation programs, teacher shortage, teacher preparation programs, minority teacher, teacher education, minority teacher shortage, black teachers, ppst nte, minority teachers, minority students, standardized testing, teacher education programs, teacher preparation program, correct minority teacher,
Approximate Word count = 6167
Approximate Pages = 25 (250 words per page)

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