The three sections of this paper describe separate aspects of the Pre-Service Elementary Education Center at Youngstown State University, which enables elementary education students to participate in on-side experiences in elementary schools, with an emphasis on reading instruction. The first section provides a program overview, noting how the…

Presented are written explanations and critical evaluations of the major teaching practices now being used in undergraduate education. Discussed are both traditional approaches to teaching (lecturing, testing, leading discussions) and new approaches (using a personalized system of instruction, teaching with computers, developing learning…

This document reviews the competency-based teacher education movement (CBTE). The first portion discusses the definitions of CBTE. The second portion reviews the basic elements of CBTE: individualized instruction, personalization of instruction, student involvement, effective management systems, and a field-centered approach. Criticisms of CBTE…

The Pittsburgh Middle School Teacher Corps Project (PMSTCP) is a competency-based, field oriented master's program developed and implemented jointly by the Pittsburgh Board of Education and the University of Pittsburgh. The PMSTCP has developed a model which focuses on competencies needed to train teachers to work with urban middle school students…

This report presents the 1974 Distinguished Achievement Awards entry from the Oregon College of Education: The Competency Based Teacher Education Program (CBTE). The program focuses on the design, development, implementation, and evaluation of six interrelated specifications of the Comfield Model Teacher Education Project. The six specifications…

A post-baccalaureate, single-subject program for future secondary school teachers is described. This program contains the following features: (1) it is operated by a team composed of a teacher education department leader, faculty from other departments, master teachers, administrators, community persons, and candidates for the teaching profession;…

This document is a handbook designed to clarify the goals and procedures of the secondary education program at Southwest Minnesota State College. The program is described as competency based, field centered, personalized, and systematically designed. It is stated that secondary education has caused special problems in that the competencies must be…

Following more than 2 years of study and research, the faculty of the College of Education developed a plan whereby the student experience is focused on three major elements: a) the Individualized Learning System, b) the Field Experience, and c) the Personal Development Experience. These three elements are integrated to constitute a total learning…

The four major characteristics of the program are listed and described as follows: a) the Professional Block is field centered with "individualized learning packets" taking the place of campus-based education courses; b) the program is highly individualized, with the student, aided by his cooperating teacher, tailoring his program to the…

The Competency Oriented Personalized Education Program (COPE) was developed by the Washington State University education faculty as a model of a competency-based and individualized teacher preparation program to meet the needs of a dynamic social enterprise. The essence of the COPE program is a learning model which has three basic stages:…

A detailed explanation is given of the field-based component of the University of Toledo (Ohio) competency-based teacher education program. Locations for field-based experiences of program participants are spread throughout the Toledo area in twenty-two public and private schools following the individually guided education (IGE) model. Rationale…

These revisions arose from two major concerns: the lack of quality education evidence among many low-income, minority group children living in urban settings and the ambiguity concerning the nature and extent of relationships between teacher training efforts and a child's learning. This proposal examines the possible relationships between…

This 1973 edition of "Educational Comment" describes the implementation of a competency-based education/multi-unit school (CBE/MUS) model for the University of Toledo's teacher preparation program, which is designed to serve the needs of teachers and schools in urban communities. The Teacher Education Center provides pre and in-service training…

In the preparation for this teacher education program for a developing institution, five common factors were identified as worthy for incorporation into the program. The five factors based upon a research study of exemplar field programs, were as follows: a) early and continuing field experiences, b) correlation between class and field, c)…