This document describes the Competency-Based Teacher Education program at Florida A&M University (known as FAMU-CBTE) designed to permit teacher education trainees to become actively involved with youth at every stage of their university training. Theoretical aspects of learning to teach are transmitted through the use of training modules,…

The purposes of this paper were: (1) to present a discussion of the uses of learning modules as part of a total effort in compentency-based teacher education programs, (2) to discuss the major components of learning modules in competency-based programs, and (3) to relate some personal considerations and concerns in the development and use of…

This description of the INDEPTH program (Inservice Distributive Education Program of Teaching Help) in Virginia includes a discussion of the program's background, salient features, and its six 15-hour modules. (The program was developed by distributive education personnel in three Virginia universities, the Virginia Department of Education, and…

This training guide presents background information about the Child Development Associate (CDA) program, including a definition of quality CDA training that incorporates six criteria established by the Office of Child Development. The purposes of the guide are (1) to provide a clear and specific description of the CDA criteria in order to promote…

Articles on improving preservice teacher education, with particular considerations on proposed five-year programs, are featured in this theme issue. In "Fifth Year Teacher Preparation: A Solution in Search Of a Problem," Alan R. Tom weighs the pros and cons of extending teacher preparation for a fifth year, noting the fact that…

In brief response to a paper presented at a conference, the distinction between training and education is emphasized in terms of mission and institutions best equipped to provide each service. Discussion subsequently focuses on the need for the development of detailed descriptions of the various positions in child care, along with statements of…

This report is one in a series of ten documents examining the experiences of New York State in the transition from traditional to competency based teacher education. This volume presents data on institutional perceptions of problems relating to program development. Institutions of higher education and the State Education Department perceptions are…

The problems confronting educators attempting to develop and implement competency based education (CBE) programs at the secondary and post secondary levels are indeed challenging. There is no uniformity with regard to key elements in competency based programs, such as educational goals, curriculum, institutional environment, pedagogical…

This learning module on developing local plans for vocational education (Part I) is one of six competency-based modules designed for both preservice and inservice education of vocational education administrators. It reviews legislative requirements for planning and discusses the role of the vocational administrator and other key personnel in the…

This learning module on developing local plans for vocational education (Part II) is one of six competency-based modules designed for both preservice and inservice education of vocational education administrators. It focuses on the last five steps of the comprehensive "Vocational Education Program Planning Model" presented in Part I (CE 016 511).…

Proceedings in the areas of textiles and clothing and management are presented in this third-workshop report of the Management Approach to Teaching Consumer and Homemaking Education (MATCHE), a preservice home economics teacher education curriculum design. Presentation areas include new developments and trends in home management, new trends and…

The paper describes Project PREM (Preparing Regular Educators for Mainstreaming), a program to develop a training model and materials to prepare regular educational personnel to work with mildly handicapped students, to expand the implementation of the training model, and to disseminate the revised materials within the University of Texas at…

This module on student organizations is one of a set of seven on vocational students and is part of a larger series of thirty-four modules constituting a core curriculum intended for use in the professional preparation of vocational educators in the areas of agricultural, business, home economics, and industrial education. Following the module…