Teacher Competency Testing and Reading Specialty Preparation in Georgia.

Autor/inn/en	Flippo, Rona F.; und weitere
Titel	Teacher Competency Testing and Reading Specialty Preparation in Georgia.
Quelle	(1982), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Teacher Education; Criterion Referenced Tests; Educational Objectives; Graduate Study; Higher Education; Minimum Competency Testing; Reading Consultants; Reading Instruction; Reading Research; Reading Skills; Reading Teachers; State Standards; Teacher Certification; Georgia + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Leseunterricht; Leseforschung; Reading skill; Lesefertigkeit; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen
Abstract	The state of Georgia not only assesses the generic teaching competencies that are necessary for all teachers seeking certification, but also administers 28 separate criterion referenced tests, each for a different content-specialty area. Among the most recent of these tests is the Reading Specialist Test, the development of which involved ascertaining the domain of knowledge required of reading specialists, analyzing their job activities, and constructing an appropriate test. A study undertaken in the fall of 1982 examined the correspondence between the content objectives of the Georgia Reading Specialist Test and the content emphasized in graduate-level reading education courses in Georgia colleges and universities. A questionnaire was sent to all faculty teaching at least one graduate level reading course with a state-approved program in reading at the master's level or higher. The 118 job-related content objectives in the six subareas of the specialist test (language development and reading readiness, reading skills, developmental reading instruction, assessment, reading disabilities, and program management) were collapsed and reduced to 56 questionnaire items. Generally the results suggested that the reading specialist candidates would do well on most of the objectives. Subarea responses looked very positive for all subareas, with the possible exception of reading skills. (HOD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC