Texas Teacher Education Reform of 1992: An Analysis of Events, Processes, and Results Page: 3
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Dixon, Marva T., Texas teacher education reform of 1992: An analysis of
events, processes, and results. Doctor of Education (Curriculum and Instruction),
May, 1997, 301 pp., 13 tables, 10 illustrations, references, 90 titles.
This was a qualitative study designed to document the historical process which
brought about a performance-centered accountability (or results-based) system in
educator preparation in Texas as reflected in the documents of the first 17 institutions
approved under the new approval process for educator preparation. The study will also
serve as a historical record which used the change process in political systems to
analyze the adoption of the Accountability System for Educator Preparation (ASEP).
Additionally, the study provided a thorough review of the literature on Michael Fullan's
Change Process Model and David Easton's Political Systems Model.
The reform process was documented by utilizing an annotated timeline of the
events, activities, forces and individuals that brought about the 1992 Texas teacher
education reform effort. Additionally, the perception of the extent and degree to which
the components of educator preparation programs approved under the new approval
process have been actually implemented was assessed by individuals involved in the
first 17 institutions approved under the new approval process under the Center Rule. A
narrative of the results of the questionnaire will also be provided. Easton's and Fullan's
Models were used as theoretical frameworks to analyze the process involved in the
1992 Texas teacher education reform effort.
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Dixon, Marva T. (Marva Thomas). Texas Teacher Education Reform of 1992: An Analysis of Events, Processes, and Results, dissertation, May 1997; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc278094/m1/3/: accessed January 19, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .