A Performance-Based Early Childhood-Special Education Teacher Preparation Program. Final Report.

Autor/inn/en	Mann, Marlis; und weitere
Institution	Virginia Univ., Charlottesville. School of Education.
Titel	A Performance-Based Early Childhood-Special Education Teacher Preparation Program. Final Report.
Quelle	(1974), (78 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Teacher Education; Course Evaluation; Curriculum Evaluation; Early Childhood Education; Evaluation Criteria; Handicapped Children; Individualized Programs; Measurement Techniques; Models; Parent Education; Program Descriptions; Program Evaluation; Program Improvement; Special Education; Summative Evaluation + Suchen Sie Ihr Suchwort? Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Individualisierte Ausbildung; Messtechnik; Analogiemodell; Parents education; Elternbildung; Elternschule; Programme evaluation; Programmevaluation; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This monograph presents an overview and evaluation of the three years of development and initial implementation of the Early Childhood-Special Education Teacher Preparation Program (Master's degree level). The Comfield Teacher Preparation Model, a performance-based, field-centered, personalized and systematically designed program of sequences of orienting, foundation and consolidating experiences, served as the basis for the development and implementation of this project. Process and product modules used in conjunction with field work made up the curriculum. Teachers were trained to facilitate learning in both normal and handicapped children in regular classrooms. Procedures and instruments used for evaluating the program and the separate modules are discussed. The experimental group (10 original trainees) and two control groups (10 students each from traditional early childhood and special education teacher preparation programs) were compared to evaluate the program's effectiveness. The trainees were found to perform equally as well as their student counterparts. Some conclusions relative to the Comfield Model's effectiveness are presented. Data tables are included. (ED)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01