English competency is known as one of the crucial skills in various social contexts in Hong Kong. In tertiary educational setting, English courses do not focus solely on the development of the four language skills. Rather, they put emphasis on the application of English Language for academic use or instrumental use. This paper will investigate the…

Described is the University of North Florida's competency based program for teachers of the hearing impaired. (CL)

Provides a brief overview of the Child Development Associate (CDA) program on the occasion of the award of the ten-thousandth CDA credential. (RH)

Project THOR (Training Habilitators of the Retarded), a noncategorical competency based teacher training program, is described. The program is said to be developmentally oriented with emphasis on similarities as well as differences among children with labels. The inclusion of a series of vocational education modules into the program is described.…

A vocational/special education model program with a performance based teacher education format was developed at Florida International University to prepare teachers of vocational education for the handicapped. The required course work (which includes an internship) for both groups of educators (special and vocational) supplements the prescribed…

Competency-based teacher education has provided institutions preparing students to become teachers of vocational agriculture with a basis for sequencing, unduplicated instruction, relevance, accountability, and some degree of measurability in the development of professional teacher education programs. (JOW)

Indicates that performance-based education (PBTE) falls short of its promises because of fundamental flaws. States that PBTE does not capture the complexity of teaching, is behavioristic, and lacks a research base. (JOW)

Provides an overview of major areas of proficiency which contribute to the effectiveness of continuing education practitioners. Suggests ways to acquire these proficiencies through personal efforts and participation in professional development activities. (Editor)

This paper deals with three components of the quality control process in teacher preparation: certification, competence, and assessment. Each component is described in terms of its types and uses; then they are discussed as conglomerates to describe various systems in operation. This is done by a review of procedures in selected states and a…

The annotated bibliography on teacher education in special education provides approximately 80 citations (1974-1976). The bibliography is explained to have been developed from a search of volume eight of Exceptional Child Education Resources. Entries are arranged according to accession number and usually include information on author, title,…

Description of the Child Development Associate (CDA) program is provided in terms of goals, characteristics, and training procedures, as well as future directions. (MP)

This handbook for parents describes the Child Development Associate (CDA) assessment process. Eighteen basic questions are answered in order to provide an introduction to the process of CDA accreditation. Regional Offices of the Department of Health, Education and Welfare Administration for Children, Youth and Families are listed. The 14 CDA…

The purpose of this study was to examine the degree of forgetting of meaningful information learned to 90% criterion by thirty-nine college students in two introductory reading methods classes in the word recognition (exclusive of phonics) module of those classes. The amount of information gained was compared to forgetting to determine the percent…

Described is the development and organization of the teacher intern performance rating system (TIPRS) developed as part of a special education competency based training program. (SBH)

The Criterion-Referenced Test of Pedagogical Knowledge (CTPK) and the Hill Education Cognitive Style Interest Inventory were administered to 30 students in a performance-based vocational teacher certification program. Learning preference, personal, and program characteristics were identified for mastery (over 80 percent on CTPK) and nonmastery…