Foundations of Teacher Preparation: Responses to Public Law 94-142.

Autor/in	und weitere
Sonst. Personen	Reynolds, Maynard C. (Hrsg.)
Institution	Minnesota Univ., Minneapolis. National Support Systems Project.
Titel	Foundations of Teacher Preparation: Responses to Public Law 94-142.
Quelle	(1982), (168 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Compliance (Legal); Course Objectives; Education Courses; Educational Trends; Foundations of Education; Higher Education; Introductory Courses; Mainstreaming; Preservice Teacher Education; Teacher Education Curriculum; Teacher Educators; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Fortbildungskurs; Bildungsentwicklung; Grundlagenausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Einführungskurs; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Papers and critiques are presented which were delivered at a conference designed to stimulate ideas and actions among foundations of education faculty members. Six foundations professors who had experience with Dean's Grant Projects were selected to deliver the papers, while seven foundations professors were chosen to present critiques. The introduction to this publication, by Maynard C. Reynolds, gives an overview of the effects of Public Law 94-142 (Education for All Handicapped Children Act of 1975) and of the Dean's Grants Program on educational theory courses. In the first paper, "The Mandate for Equity in Education: Another Challenge for Foundational Teacher Preparation," Christopher J. Lucas urges philosophic inquiry into the ambiguities and challenges presented to teachers by Public Law 94-142. Critiques of Lucas' themes are by Donna R. Barnes and Victor L. Worsfold. The second paper, "All the Children of All the People: Public Law 94-142 and America's Proposition for Education," by David Julian Hodges, traces the development of equal education rights for handicapped people and cautions educators about the time needed to accomplish attitude change. Alanson A. Van Fleet responds with a different perspective. The third paper, by Angelo V. Boy, addresses client-centered counseling in "Psychological Foundations of Education: The Teacher as Counselor." Robert L. Hohn presents additional arguments in his critique. A model for the diagnosis of learning characteristics is presented in the fourth paper, "Human Development and Learning: An Individual Differences Perspective," by Ronna F. Dillon. James H. McMillan assesses and comments on Dillon's views. "Implications of Public Law 94-142 for Teacher Education in Measurement and Assessment" is the topic of the fifth paper, by Nona Tollefson. The paper is reviewed by Thomas J. Kelly. In the sixth paper, Homer Page describes his course on "Experiential Education with Special Populations." Jesse Liles evaluates Page's comments. (FG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC