Abstract
Benner, George, and Cagle present the concept of teacher education admission boards, particularly as defined by and established at the University of Ten nessee. The boards, comprised of prac titioners in the field, content area special ists, advanced students, and program area faculty interview students, review data available on the students and make final admission decisions. Further, once a student is admitted, he or she is as signed to a mentoring team that pro vides ongoing evaluation throughout the program. While the subjectivity and deficiencies of the board process are ob vious, the concept of admission boards is offered to the profession as an alterna tive to relying on quantitative measures alone.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
