Indian Metis Project for Careers in Teacher Education (I.M.P.A.C.T.E.). An Internal Evaluation.

Autor/in	Loughton, A. John
Institution	Brandon Univ. (Manitoba).
Titel	Indian Metis Project for Careers in Teacher Education (I.M.P.A.C.T.E.). An Internal Evaluation.
Quelle	(1974), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Age Differences; American Indians; Attitudes; Canada Natives; Communication (Thought Transfer); Cooperating Teachers; Curriculum; Dropouts; Eskimos; Field Experience Programs; Graduates; Higher Education; Program Evaluation; Sex Differences; Students; Surveys; Tables (Data); Teacher Education + Suchen Sie Ihr Suchwort? Schulleistung; Age; Difference; Age difference; Altersunterschied; American Indian; Indianer; Attitude; Einstellung; Verhalten; Communication; thought; Kommunikation; Gedanke; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Curricula; Lehrplan; Rahmenplan; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Praxisnahes Lernen; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme evaluation; Programmevaluation; Sex difference; Geschlechtsunterschied; Student; Schüler; Schülerin; Studentin; Survey; Umfrage; Befragung; Tabelle; Lehrerausbildung; Lehrerbildung
Abstract	Individual profiles (age, sex, marital status, number of dependents, type of withdrawal, academic success, center attended, educational background, and date of enrollment) were established for 87% of the 138 students enrolled in the Indian Metis Project for Careers in Teacher Education (IMPACTE) at Brandon University (Canada) between 1970 and 1974. Soliciting attitudes and opinions re: project format, courses, field experience, communication, role of the project personnel, and general project effectiveness, questionnaires were given to cooperating teachers, current students, graduates, and instructional staff. Personal interviews were also employed in the evaluation of IMPACTE. Some results were: almost 50% of the 1971 student recruits will graduate with teaching certificates; human service support for students should be increased; cooperating teachers, students, and graduates wanted a more vigorous approach to irresponsible student behavior; students wanted course instructors to spend 2 to 3 days a week in the rural centers and they very much wanted to help in the selection of courses; cooperating teachers wanted better, more systematic communication with the University and its faculty; students wanted methods instructors in their classes, faculty advisor visits weekly, a part in the decision making process, and more and better preparation for more extended field experiences. (JC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC