Teacher Testing and the Historically Black College
Bibliographic Data
| ID | 4308457 |
|---|---|
| Authors | Pâmela George (North Carolina Central University), Pamela G George (North Carolina Central University, corresponding author) |
| Year | 1985 |
| Volume | 36 |
| Issue | 6 |
| Pages | 54-57 |
| Publication date | 1985-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718503600609 |
| OpenAlex | W2010952715 |
| Language | EN |
| Citations received | 3 |
| References cited | 1 |
George asserts that "entrance-gate" tests will have an adverse effect on minority populations seeking admission to teacher education programs. The ef fects may be particularly acute for histor ically black institutions. The author out lines three specific strategies for dealing with the teacher testing issue, one of which entails the use of multiple en trance-gate criteria, and she describes the direct impact of admission and exit testing on the Nation's elementary and secondary students who are in need of positive minority role models
Ethnic group · Mathematics education · Pedagogy · Race (biology) · Racial bias · Racial differences · Sociology · Standardized test · Diverse Education Studies and Reforms · Education Systems and Policy · Gender Studies · Psychology · School Choice and Performance
| Citations per year | 0.08 |
|---|---|
| Citation span | 1988 - 2016 (29) |
| Highly cited | No |