Extends Pate and High's study of Council for the Accreditation of Counseling and other Related Education Program (CACREP) accredited programs. Focusing on the attention given to religion and spirituality in programs accredited by several different counselor and therapist-training accrediting bodies, found that many programs do not address client…

Discusses the current situation of teacher education reform in Australia, noting the impact on education of the substantial diminution of resources committed to teacher education in the past two decades, examining the impending teacher shortage, and highlighting the development and implementation of professional standards through various…

Discusses problems facing teacher education in the United States today, suggesting parameters for teacher education standards and examining accountability and standards. The paper explains why standards are not the answer, focusing on the need for teacher educators to have historical, normative, and sociological perspectives and assessing six…

Outlines possibilities and challenges for classroom teachers considering National Board for Professional Teaching Standards (NBPTS) certification and other concerned educators synthesized from the available research and educational publications, asserting that the tension between the normalizing effects of teaching standards and national…

Sketches a set of standards that non-traditional higher education providers should uphold so that they provide a high-quality education without having to adopt characteristics of classical universities that detract from their non-traditional innovations. (EV)

Teachers at Pawtucket, Rhode Island, schools are developing a new approach to Title I, the federal program for disadvantaged students. Included are high academic standards, ongoing professional development, and developing a long-range plan. A sidebar lists web sites that offer information on Title I programs, especially effective schoolwide…

Considers how some secondary schools in England have been able to respond to the conflicting demands of school improvement policies, as measured by high academic standards and inclusion of pupils with special educational needs. Presents and discusses key findings from work in secondary schools committed to inclusion. (BT)

Federal law mandates regular testing of students' reading and mathematics achievement. There is no guarantee that the law's strict accountability provisions will promote student achievement. States must design their accountability systems to prevent unintended negative results. Discusses likely effects of the law, describing steps states can take…

Contends that in order to improve middle school mathematics achievement in the United States, "explain-practice-memorize" teaching methods need to give way to problem solving, solution inventing, and reflecting on work, while avoiding anxiety. Presents a series of solutions focusing on classroom strategies, lesson plans, resources for…

Discusses the balanced model of accountability proposed by the National Association of State Directors of Special Education and its implications for the evaluation of student progress. Emphasizes the elaboration of a model to assist special educators in the assessment of instruction practices and curricula. Highlights specific guidelines for the…

Studied high school-to-college transition policies and K-12 stakeholder knowledge of these policies in several states. Arrived at several recommendations for further research and policy actions to strengthen the link between K-12 and postsecondary education. (EV)

Discusses the Holgarth Middle School, South Dakota, experience using the North Central Association (NCA) Commission on Accreditation and School Improvement (CASI) Performance accreditation framework and school improvement process. Presents findings of peer review and describes implementation phase. (NB)

Examines the impact of the NASPE content standards on New York state's physical education programs and the work of people involved with them, highlighting four key areas of impact: program content, administrators and teachers, teacher education, and professional organizations. The standards have succeeded in providing an impetus for action at all…

The only way to improve schools is to ensure that faculties judge local work using authentic standards and measures. Concrete benchmarks are needed that obviate both eccentric teacher grading and simplistic standardized testing. A school has standards when it adopts high, consistent expectations of all learners in all courses. Includes 11…

Presents an argument for formal accrediting standards. Defines the purposes of accreditation and the term "standard." Describes the application of and impact of using standards. Includes excerpts from standards developed by the Western Association of Schools and Colleges regarding undergraduate programs, the faculty's role in academic…