CATE

(redirected from Council for the Accreditation of Teacher Education)
AcronymDefinition
CATECareer and Technology Education
CATEComputer Aided Test Engineering
CATEContinental-America Telescopic Eclipse (US NASA)
CATECalifornia Association of Teachers of English
CATECouncil for the Accreditation of Teacher Education
CATECertified Advanced Technical Expert (IBM professional certification)
CATECentre for Agribusiness Training and Education (Canada)
CATEComité d'Action Technique et Économique (French: Technical and Economic Action Committee; Saint-Pol-de-Léon, France)
CATECrap At the Environment (Mark Watson, UK comedian)
CATEComputer-Aided Test Engineering
CATEComputer Assisted Threat Evaluation
CATEConsolidated Automated Test Equipment
CATECertified Automation Test Engineering
CATEComputer Automated Test Equipment, Inc (Sandown, NH)
CATECeramic Application in Turbine Engines
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References in periodicals archive ?
The National Council for the Accreditation of Teacher Education (NCATE) - the organization that accredits schools, departments, and colleges of education - has launched a project we hope will result in much stronger alignment between student content standards and the standards for the educators who teach them.
Emerson Elliott is Director, Standards Development, the National Council for the Accreditation of Teacher Education, 2010 Massachusetts Ave., N.W., Suite 500, Washington, DC 20036-1023; fax: 202-296-6620.
To be eligible, nominees must hold a master's degree in library and information studies from a program accredited by the American Library Association or a master's degree with a specialty in school library media from an educational program accredited by the National Council for the Accreditation of Teacher Education. They also must work in a public library, a library at an accredited two- or four-year college, or university, or at an accredited K-12 school.
The unification of the two accreditation agencies, the National Council for the Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) into the Council for the Accreditation of Educator preparation (CAEP), provides an extraordinary opportunity for the profession to respond to policy issues in a coordinated and unified manner with common evidenced-based examples of how our programs are performing.
They include: 1) The Society for Public Health Education (SOPHE) - American Association for Health Education (AAHE) Baccalaureate Program Approval Committee (SABPAC) for undergraduate community health education programs, 2) the National Council for the Accreditation of Teacher Education (NCATE) for teacher education programs, and 3) the Council on Education in Public Health (CEPH) for graduate programs in public health and limited undergraduate programs.
Hauser (educational leadership and organizational change, Roosevelt U.) and Koutouzos (National Council for the Accreditation of Teacher Education) present a practical handbook for training students in educational leadership programs to develop a digital portfolio.
The National Council for the Accreditation of Teacher Education (NCATE) has launched a process to transform how teachers are prepared to meet the "urgent needs" of America's public schools.
Accreditation by the National Council for the Accreditation of Teacher Education does not ensure program quality.
The professional standards for health education teachers have been developed based on the "necessary content, pedagogical, and professional knowledge and skills to teach both independently and collaboratively" (National Council for the Accreditation of Teacher Education [NCATE], 2001, p.
We wondered if Holsteler's critique could extend to the standards of the National Council for the Accreditation of Teacher Education (NCATE) and the National Board for Professional Teaching Standards (NBPTS), and where and how the national standards support development of equity-based practice.
On many campus visits I've made as part of my work as a member of the board of examiners for the National Council for the Accreditation of Teacher Education, I've asked faculty members about the relationships between the statements in the front of their syllabi and the process of determining grades, outlined at the end of the syllabus.
The current push by the National Council for the Accreditation of Teacher Education to bring all teacher training under its auspices would similarly assure that social and attitudinal goals, not academic achievement, remain the priority of teachers.
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