The Missouri Symposium on Doctoral Programming in Special Education: Considerations for the 1980's (Lake of the Ozarks, Missouri, August 29-31, 1979).

Autor/inn/en	Schofer, Richard C.; Chalfant, James C.
Institution	Missouri Univ., Columbia. Dept. of Special Education.
Titel	The Missouri Symposium on Doctoral Programming in Special Education: Considerations for the 1980's (Lake of the Ozarks, Missouri, August 29-31, 1979).
Quelle	(1979), (122 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Competency Based Teacher Education; Disabilities; Doctoral Programs; Faculty Advisers; Gifted; Higher Education; Postsecondary Education as a Field of Study; Practicums; Professional Continuing Education; Program Development; Program Evaluation; Special Education; Student Rights + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Doktorandenprogramm; Begabter, Hoch Begabter; Hochschulbildung; Hochschulsystem; Hochschulwesen; Practicum; Praktikum; Praktika; Berufsfeldbezogener Unterricht; Weiterbildung; Programmplanung; Programme evaluation; Programmevaluation; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The proceedings of a 1979 Missouri symposium on doctoral programs in special education includes the texts of major addresses and position papers as well as summaries of conclusions of small working groups. The keynote speech by R. Erdman was entitled "Higher Education in the 1980's: Implications for Doctoral Programming." The speech deals with futuristic considerations for the generic field of higher education and implications on doctoral programs in special education. The working groups produced chapters concerned with the following areas (sample recommendations in parentheses): considerations for doctoral programing (the need for formalized recruiting procedures and providing practicum experiences); continuing education for doctoral faculty (establishment of criteria for faculty advisors of doctoral candidates and development of a model for continuing education); student rights (recognition of the right of doctoral students to take an active role in planning their doctoral programs); and future support for doctoral programs in special education (encouragement of national needs assessment surveys and national guidelines or accreditation standards). The seven position papers have the following titles and authors: "Considerations for the Evaluation of Doctoral Programs" (E. Meyen); "Expected Generic Competencies of Future Graduates of Special Education Doctoral Programs" (M. Lilly); "Anticipated New Job Roles in Special Education--Implications for Doctoral Programs" (J. Melcher); "Continuing Education Needs of Doctoral Advisors in Special Education" (V. Hardin); "Research Training and Experience in Special Education Doctoral Programs" (H. Prehm); "Doctoral Practica--What, Why, How" (J. Paul); and "One SEA Professional's View on Preparing Leaders to Work in Special Education Settings--Implications for Doctoral Programs" (N. Wusterbarth). (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01