Georgia Educational Model Specifications for the Preparation of Elementary Teachers. Final Report.

Autor/inn/en	Johnson, Charles E.; und weitere
Institution	Georgia Univ., Athens.
Titel	Georgia Educational Model Specifications for the Preparation of Elementary Teachers. Final Report.
Quelle	(1968), (295 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrative Organization; Behavioral Objectives; Cognitive Development; Educational Objectives; Educational Specifications; Elementary School Teachers; Individualized Instruction; Inservice Teacher Education; Instructional Innovation; Job Analysis; Preservice Teacher Education; Program Evaluation; Program Proposals; Staff Utilization; Systems Analysis; Teacher Education Curriculum; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Individualisierender Unterricht; Lehrerfortbildung; Educational Innovation; Bildungsinnovation; Arbeitsanalyse; Lehramtsstudiengang; Lehrerausbildung; Programme evaluation; Programmevaluation; Deployment of labor; Deployment of labour; Personaleinsatz; System analysis; Systemanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The introduction to this proposal reviews background conditions and describes the systems analysis procedures used in developing the preservice-inservice education model based on teacher performance behaviors and job analyses. Most of the report consists of the four groups of specifications, each group preceded by rationale and methodology: (1) specifications concerned with the selection of candidates for the program, including procedural processes, measurement instruments, and suggested norms; (2) teacher performance specifications (statements describing a particular competency a teacher should possess for optimum effectiveness in a teaching-learning situation), each classified according to the highest level of learning necessary for the positions of teaching assistant, teacher, and specialist; (3) specifications for evaluation of the total program, including data obtained in selection, training, followup, and cost effectiveness efforts; (4) specifications for conditions essential to the implementation of the program, including instructional sequence, methods of content selection and presentation, organization and administration, utilization of staff and laboratory facilities, and inservice training of college personnel. Appended are the primary sources from which specifications were drawn: job descriptions, educational viewpoint, and elementary school objectives. (SP 002 138 is a summary of this report, and ED 018 677 summarizes the nine models.) (JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC