Document Type
Focus Area Six
Abstract
We teacher educators have hidden behind state requirements for a long time. As members of low status departments, representing a young and poorly established academic discipline, it has been comforting to have state requirements as a convenient ally in our on-campus curriculum wars. Consequently, before exploring Goodlad's suggestions for greater institutional anatomy, we must acknowledge that it is frightening to do so.
In a similar vein, state department personnel may also find this brave new world frightening. To be able to judge programs and graduates by courses completed is a precise, non-threatening assignment. Any move away from such bean counting toward measurement of teaching performance will entail stressful changes on the state as well as the local schools.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
3
Issue
1
First Page
235
Last Page
238
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1992 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Epperly, Edgar V.
(1992)
"Reflection on Postulates Eighteen and Nineteen,"
Institute for Educational Leadership Monograph Series: Vol. 3:
No.
1, Article 49.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol3/iss1/49
