A Quantitative Description of a Teacher Preparation Program. Educational Curriculum and Instruction.

Autor/inn/en	Denton, Jon J.; Morris, Geneva W.
Institution	Texas A and M Univ., College Station. Coll. of Education.
Titel	A Quantitative Description of a Teacher Preparation Program. Educational Curriculum and Instruction.
Quelle	(1982), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classroom Techniques; Competency Based Teacher Education; Data Collection; Educational Diagnosis; Evaluation Criteria; Higher Education; Instructional Design; Instructional Systems; Preservice Teacher Education; Student Teachers; Student Teaching; Teaching Skills + Suchen Sie Ihr Suchwort? Schulleistung; Klassenführung; Data capture; Datensammlung; Pedagogical diagnostics; Pädagogische Diagnostik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsorganisation; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	A research program has been initiated at Texas A&M University College of Education to collect, analyze, and interpret data from a diagnostic prescriptive teacher preparation program. The project was undertaken to create a substantial data file containing multiple measures of learner attainment information that will provide alternatives for modeling teacher preparation effects through regression analysis. The program is a competency based program for secondary level teachers that conceptualizes teaching as a series of events requiring five distinct sets of instructional skills: (1) specifying performance objectives; (2) diagnosing learners; (3) selecting instructional strategies; (4) interacting with learners; and (5) evaluating the effectiveness of instruction. Information from 82 secondary level student teachers and 9,001 learners taught by the student teachers comprised the sample for the data base. The student teachers were supervised by five university supervisors over the course of five semesters. A variety of scales and criterion-referenced instruments were used to gather information from the student teachers and the university supervisors. A set of 452 variables were obtained which permit the individual pupil of the student teacher to be the unit of analysis. Tables provide statistical summaries of classroom observation ratings, weekly morale ratings for student teachers, and performances of individual learners. The data sets are reproduced in the appendix. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01