Study of the Teacher Preparation Programs of Tennessee Technological University. Report 81-2. Tennessee Technological University Teacher Evaluation Model-Year VIII.

Autor/in	Ayers, Jerry B.
Institution	Tennessee Technological Univ., Cookeville. Coll. of Education.
Titel	Study of the Teacher Preparation Programs of Tennessee Technological University. Report 81-2. Tennessee Technological University Teacher Evaluation Model-Year VIII.
Quelle	(1981), (70 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Comparative Analysis; Educational Assessment; Evaluation Methods; Graduate Surveys; Higher Education; Longitudinal Studies; Program Evaluation; Teacher Education Programs; Teacher Effectiveness; Teacher Evaluation; Teaching (Occupation); Trend Analysis; Vocational Followup + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Programme evaluation; Programmevaluation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Teaching; Lehrberuf; Trendanalyse
Abstract	This report presents the findings of the eighth year of the application of the Tennessee Technological University Teacher Evaluation Model. Designed by the university to evaluate its teacher education program, the basic instrumentation has been mail surveys, interviews, and classroom observations. The information gathered on working graduates is used for curriculum evaluation and long-range planning. Surveyed for this report were those graduates teaching within a 75-mile radius of the university who had completed either the bachelor of science (B.S.) or the master of arts (M.A.) program in teaching between 1977 and 1980. The first chapter describes the purpose, procedures, and limitations of the study. Chapter II presents and interprets the data for the current year of the study (1980) and compares the results with those in earlier years. In Chapter III, summaries of two special studies are presented, one providing in-depth analysis on M.A. graduates, and the other summarizing findings on graduates of the Intervention Program for Improvement of Early Childhood and Elementary Teaching. Chapter IV presents: (1) a brief summary of the total evaluation effort; (2) the major conclusions of the study; (3) recommendations based on the conclusions; and (4) a summary of the plans for the 1981-82 graduate study. A list of references pertaining to the teacher preparation programs at the university is appended. (FG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC