Emerging themes and patterns of information-based teacher education curricula in response to NCATE standards
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Susan S. Turner (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Mary Olson
Abstract: While technological changes in society and the workplace influence the need for an information literate citizenry with sophisticated abilities to analyze, adapt, and interact in an abstract computing milieu, reforms in teacher education have not been linked to these changes. The purpose of this study was to determine whether themes, interrelationships, or patterns of information-based attributes needed for students to achieve information literacy skills were emerging across selected teacher education programs and individual specialty studies. The study analyzed the National Council for Accreditation of Teacher Education (NCATE) Standards and the responses of ten Institutional Reports selected for their diverse representation of teacher education models.
Emerging themes and patterns of information-based teacher education curricula in response to NCATE standards
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Created on 1/1/1992
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1992
- Subjects
- Teachers $x Training of $z United States
- Teachers $x Training of $x Standards $z United States
- Information technology $x Study and teaching $z United States