Literaturnachweis - Detailanzeige
| Institution | Purdue Univ., Lafayette, IN. Dept. of Education.; Indiana Univ., Bloomington. School of Education. |
|---|---|
| Titel | A Model for the Evaluation of Vocational Teacher Education. |
| Quelle | (1976), (114 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Objectives; Evaluation Criteria; Higher Education; Measurement Objectives; Models; Program Evaluation; State Programs; State Standards; State Universities; Statewide Planning; Teacher Education; Vocational Education; Vocational Education Teachers; Indiana |
| Abstract | Built on the premise that the primary delivery system for vocational teacher education in Indiana has been the public institutions of higher education, this model for evaluating the State's total professional development efforts is a classification scheme organized around three major mission areas of vocational teacher education and their corresponding eleven goal statements representing the expectations the State has for its vocational teacher education program: (1) Instruction Mission (Preservice, Inservice, Vocational Administrators, and Graduate Studies), (2) Research and Development Mission (Basic and Applied Research, Developmental Activities, and Evaluation Activities), and (3) Service Mission (Intra-University Activities, Local Education Association Activities, State Education Association Activities, and National Activities). Ninety-six objectives are listed under the eleven goal statements to describe what the vocational teacher education program will do in achieving a particular goal or in performing a particular function. Several hundred process and product criteria are then included under the objectives to specify the basic measurable components of each. An introductory section describes briefly the development and rationale for the model and traces the process of commitment, goal agreement, criteria assessment, data collection, interpretation and decision that must be followed by the institutions of higher education providing vocational teacher education services and the representatives of the State Board of Vocational-Technical Education in cooperation with user groups if the application of the model is to yield an effective analysis of the strengths and weaknesses of the State's total vocational teacher education effort as delivered through its institutions of higher education. (HD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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