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• W262694567 abstract "Within our lifetimes, power and influence in teacher education seem to have shifted from deans and presidents of colleges of education and local superintendents of schools to state and federal education officials. We pre sume that this movement in education has paralleled and is related to a general growth and reliance on government for provision of human services. Because this shift has occurred, and because we believe that leadership is an attribute of power and influence, we are convinced that state and federal officials, whether ready or not, are in a key position to assume leadership for change or improve ment in teacher education. Our purpose in this article is to discuss some of effects of this shift, 1) re minding reader of context and processes involved in making education laws operational, 2) reviewing three cur rent federal programs, 3) describing what is happening in one state, and 4) express ing some of our concerns about govern mental regulation and bureaucratic be havior. The adage that the more things change, more they stay same can be applied to pattern and content of preservice teacher education programs during past 50 years. One can compare current college of education bulletins with E.S. Evenden survey conducted dur ing 1928-31 and show that patterns of preparing teachers haven't changed much during this period. Except in a few in novative institutions, most prospective elementary teachers today still recapitu late special methods programs of normal school; secondary teacher candi dates continue to be exposed to a pattern found in universities circa 1930.1 Changes have occurred in teacher edu cation, but mostly in way subjects or disciplines have been organized for in structional purposes, in way courses are taught within professional programs, and in attention and resources pro vided to inservice education. We contend, therefore, that most of significant change in teacher educa tion in past 50 years has been in context in which it occurs, and that change in this context is largely a result of increased power and influence of state and federal governments on public educa tion. The justifications (motives) for in creasing governmental authority (political influence) over education have varied: equalization of educational opportunity through equalization of funding, na tional defense, civil rights, economic in centives for construction industry, nu trition and health, improved use of tech nology, citizen participation, employment of poor, research and development. From our perspective, it seems that social legislation of Thirties and war and reconstruction of Forties led American people in Fifties and Sixties into a posture of looking up: of expecting more help from government, of assuming that problems could be rem edied by providing money and investing in theoretical solutions, by legislating reform. In retrospect, it seems that federal strategy in late Fifties and early Sixties was to by-pass state education agencies and central staffs of school districts because these people were viewed as part of problem. For example, National Defense Education Act called for curriculum reform. Young, bright arts and sciences graduates were hired by U.S. Office of Education (USOE). They looked to a few prestigious universities and their scholars for help in redesigning science, mathematics, and foreign lan guage curricula. Both new USOE people and their university counterparts looked with some disdain on experi ence and knowledge of practicing teach ers and supervisors. Large development grants were approved and were admin istered by these whiz kids. Programs were started and money flowed before projects had been adequately planned; more often than not, projects were imposed on teachers and schools without their par ticipation. In retrospect, we believe that prevailing harvest of distrust of higher education and of colleges of education can be attributed in part to seeds sown by directors of federal projects offering money to university professors and empty promises to schoolpeople during early Sixties. Studies of failure of reforms attempted in late Sixties and early Seventies have appeared in literature. They reveal need for broad-based in volvement of state and local leaders in school improvement efforts and a need for clearer policy and more consistent leadership at both federal and state levels. But if federal and state leadership seems inconsistent and ineffective, one should remember numerous factors affecting potential for that leadership. Typically, new education legislation de signed to clarify or change policy, or to correct some realized deficiency, is passed only after extensive debate. The funds necessary to implement new policy await passage of an appropriations bill. The appropriations bill, with legisla tive and budget decisions made at 11th hour, is invariably result of political compromises. Assuming that new legislation has been passed and signed into law by chief ex ecutive officer and that funds are avail able, regulations and rules must be written and promulgated before funds can flow. The new law is typically assigned to a pro gram administrator in agency who 1) requests agency's legal section to inter pret intent and letter of law by analyzing legal precedents as well as discussion and debate that occurred prior to law's passage, 2) holds a series of public hearings on proposed rules and regulations so that affected parties can suggest modifications, and 3) sends re vised regulations back to counsel to be certain that as written they conform to legal precedents and intent, and that they protect agency from possible litiga WILLIAM H. DRUMMOND (North Cen tral Florida Chapter) is professor in residence, State Department of Education, Florida. THEODORE E. ANDREWS (State University of New York/Albany Chapter) teaches at State University of New York at Albany and is a director of Andrews-Bryant, Inc., a Wash ington-based consulting firm." @default.
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• W262694567 title "The Influence of Federal and State Governments on Teacher Education." @default.
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