This paper describes the efforts of one university to insure that the teacher education students on a branch campus met the National Council for the Accreditation of Teacher Education (NCATE) standards for racial diversity. The campus is located in a predominantly white populated area. The study looks at six years of data about experimental programs, citing student comments and input. The program has evolved to a level which meets NCATE standards as well as meeting the needs of the teacher education students. Considerations of geographical location, available racially diverse populations, and quality of programs are addressed. Reflection and willingness to change have characterized the development of the program. Of high interest has been the goal of maintaining a positive disposition toward the experience.
|Keywords:||Diversity, Pre-Service Teachers, Education, Standards, NCATE|
Assistant Professor, Teacher Education, Arkansas State University, USA
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