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A descriptive study of reform in teacher education at historically black colleges and universities (HBCUs)
Holmes, Gwendolyn Vinson
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This is a descriptive study of 47 teacher education programs at Historically Black Colleges and Universities (HBCUs). The study includes a characterization of changes made in teacher education programs and the catalyst for these changes. The methodology for this study included gathering demographic data and data that revealed different changes in teacher education programs and their incentives. Surveys were sent to the deans/directors of teacher education at 97 HBCUs. Demographic data The majority of the schools studied had undergraduate enrollments between 2,000 and 4,000. The highest degree offered by the majority of the schools studied was the undergraduate degree. The largest number of African American graduates per year was between 50 to 100 students. Changes made in teacher education programs over the past 10 years The majority of the schools (76%) studied had actively been involved in making changes in its teacher education programs over the past 10 years. Most of these programs revised their education core courses and increased academic advisement. Several schools also developed professional development schools. Catalyst for changes These schools generally made changes to increase enrollment or to ensure that their preservice teachers would pass the National Teachers Examination or other state mandated credentialing and certification tests.
- Doctoral Dissertations