Educational Specifications for a Comprehensive Elementary Teacher Education Program. Volume I; the Basic Report. Final Report.

Autor/inn/en	Dickson, George E.; und weitere
Institution	Consortium of the State Universities of Ohio, Toledo.
Titel	Educational Specifications for a Comprehensive Elementary Teacher Education Program. Volume I; the Basic Report. Final Report.
Quelle	(1968), (254 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Behavioral Objectives; Educational Innovation; Educational Objectives; Educational Specifications; Elementary Education; Elementary School Teachers; Feedback; Inservice Teacher Education; Kindergarten; Models; Paraprofessional School Personnel; Preschool Teachers; Preservice Teacher Education; Principals; Program Descriptions; Program Evaluation; Research and Instruction Units; School Organization; School Supervision; Teacher Education Curriculum + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Analogiemodell; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehramtsstudiengang; Lehrerausbildung; Principal; Schulleiter; Programme evaluation; Programmevaluation; Forschung und Lehre; Sonderforschungsbereich; School organisation; Schulorganisation; Schulaufsicht
Abstract	Chapter 1 of this report presents an overview of a project to design an innovative, behaviorally oriented undergraduate and inservice teacher education program for elementary school teachers. Chapter 2 presents the conceptual design for developing the model program, one which incorporates the concept of the multiunit school and individual research and instruction units (a team teaching concept). Discussion in this chapter covers the general goals of teacher education and contexts used for their consideration; the plan for development of behavioral objectives; and the way in which educational specifications were generated, managed, and evaluated. Chapter 3 (summarized here but published separately as Vol. 2, SP 001 926) presents the educational specifications as organized by five primary contexts: instructional organization, educational technology, contemporary learning-teaching process, societal factors, and research. Chapter 4 brings the individual educational specifications into comprehensive packages or "models" for six target populations: preservice preschool and kindergarten teachers; preservice elementary teachers, grades 1-8; inservice elementary teachers; teacher educators; school principals and supervisors; and paraprofessionals and teacher aides. Chapter 5 presents the management, evaluation, and feedback systems for implementing the models. Included is a 63-item bibliography. ED 018 677 summarizes the nine models. (Author/JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01