Effects of Educational Reforms on Pre-Post Reform NTE Scores of Physical Education Majors.

Autor/inn/en	O'Neal, E. C.; Kirk, Pamela A. Catledge
Titel	Effects of Educational Reforms on Pre-Post Reform NTE Scores of Physical Education Majors.
Quelle	(1992), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Entrance Examinations; College Students; Comparative Testing; Curriculum Development; Educational Change; Elementary Secondary Education; Higher Education; Licensing Examinations (Professions); National Programs; Physical Education; Pretests Posttests; Professional Development; Scores; State Legislation; Teacher Certification; Teacher Education Programs; Testing Programs; National Teacher Examinations + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Collegestudent; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; nicht übertragen; Körpererziehung; Sportunterricht; Landesrecht; Teaching profession; Examination; Examinations; Lehramt; Prüfung; Staatsexamen
Abstract	After a review of the recommendations of national reform reports in the 1980's concerning teacher education programs and legislation enacted and regulatory systems established in Mississippi to facilitate educational reform and ensure the quality of teacher education major courses, this paper describes a study of the American College Test that predicts academic success in college and the National Teacher Examinations (NTE) that measure the knowledge base for teaching and predict academic competency. Focus was on looking at the implications of educational reform and program change on the professional development of physical education majors (PEMs) in Mississippi. Two groups were evaluated: (1) subjects in Group 1, from 1984 to 1988, were transitional and did not participate in all curricular, entry, and exit regulations initiated through legislative mandates and college of education reforms); and (2) subjects in Group 2, since 1988, were PEMs who participated in all college of education reforms and mandates of the state regulatory bodies. Group 1 is the pre-post education reform group. Group 2 is the post-reform group. Group 2 had significantly higher scores on the NTE subtests (general knowledge, communication, and professional knowledge) and the NTE physical education specialty area. Group 2 had higher scores on the ACT subtests (natural sciences, English, mathematics, and social sciences) and the ACT composite score, but none were significant. The comprehensive changes and institutional restructuring of teacher preparation programs for PEMs were effective. (RLC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC