Search for Quality: The Sophomore Diagnostic Screening Process in the Teacher Preparation Program at New Mexico State University.

Autor/inn/en	Amodeo, Luiza B.; Martin, Jeanette
Titel	Search for Quality: The Sophomore Diagnostic Screening Process in the Teacher Preparation Program at New Mexico State University.
Quelle	(1982), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Admission Criteria; Core Curriculum; Curriculum Design; Diagnostic Tests; Field Experience Programs; Higher Education; Microteaching; Preservice Teacher Education; Remedial Instruction; Screening Tests; Student Evaluation; Teacher Education Programs; Vocational Aptitude + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Kerncurriculum; Lehrplangestaltung; Diagnostic test; Diagnostischer Test; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Förderkurs; Screening-Verfahren; Schulnote; Studentische Bewertung; Ausbildungseignung; Berufseignung
Abstract	The sophomore screening process at New Mexico State University's College of Education, designed to assure quality and commitment in prospective teachers, has three major components. The first is pre-screening, which requires that students successfully complete coursework in orientation to education, introduction to human growth and behavior, English composition, and mathematics. In the second component, diagnostic tests are administered in science, mathematics, and written English. The third component involves an assessment of teaching potential in which students are assessed on the knowledge and skills of effective teaching. For this component, they plan and implement microteaching lessons in the college and in the field and complete written assignments. The activities are evaluated by the cooperating teacher and the university supervisor. Students meet frequently with their instructor to discuss their progress, identify strengths and weaknesses, and plan for appropriate remediation if necessary. At the end of the semester, the instructor makes final recommendations, prescriptions, and referrals for each student. Three categories of recommendations are made: (1) Specific courses may be recommended in math, science, classroom management, instructional planning, and remedial work in written English; (2) The student may be required to enroll in additional field practice if there is a question of lack of desire or potential to develop as a competent teacher; and (3) If serious doubts are raised about the student's probable success in the teacher preparation program, a selective review hearing is called. The student is informed of the purpose of the hearing, which is held to help the student make a decision regarding continuation in the program. Appended to this report are tables showing student grades and attendance for three semesters and an outline of the course requirements for the entire program. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC