This investigation inquired into Phase I and, to some extent, Phase II of the USOE Comprehensive Elementary Teacher Education Models Project, in which ten sets of specifications (program models) for elementary teacher training were developed using systematic planning procedures. The inquiry was designed to identify procedures for increasing the…

This document is divided into three sections. Section I describes, from a historical viewpoint, the need for teacher education programs in Jamaica and the subsequent development of the internship program. Internship for a teacher is defined as "a terminal experience in his preparation sequence, preceded by acquisition of a body of substantive…

The American Association of Colleges for Teacher Education (AACTE) developed a dissemination project to inform teacher educators of the ten Comprehensive Teacher Education Models. The main activities included the organization and direction of five regional workshops, publication of newsletters, distribution of model summaries, discussions of the…

Critiques the Napa/Vacaville project for being exceptionally well designed yet being ineffective. The key to effective staff development is to find ways of increasing teachers' ability to accept innovations and incorporate them into their teaching repertoires. (MD)

The evaluator of the Napa/Vacaville project responds with an analysis of student achievement scores and the goals of the project. She points out that the year after the project ended student achievement scores increased again. The positive effects of staff development on student achievement may have needed more time to take effect. (MD)

Outlines the production philosophy that lay behind the Zimbabwe Science Teacher Training Project and that guided the approach adopted to the design, filming, editing, and distribution of the materials produced. (Author)

A California school district used the Hunter teaching model for a study to measure the effect of the model on teachers and students in two schools over a four-year period. Evaluation shows that student achievement and teacher behavior improved during the first three years then dropped during the fourth. (MD)

This report is a cross-evaluation of two significant efforts to improve teacher education in the United States. The USOE models project and the NCATE accreditation standards both recognize that teacher education programs can best be examined as a totality, and both relate program and evaluation of graduates to stated goals. (See also ED037422 for…

This study proposed to examine the feasibility of implementing the total Florida State University Model for Preparing Elementary Teachers, by analyzing the cost/management factors and the human factors involved. It presents a conceptual extension of the specifications to an implementable instructional model, which was utilized as a theoretical…

This final report of Project Prepare, a federally funded program at the University of Tennessee, describes the critical features and specific goals of the project, as well as program evaluation methods and results. The program was funded to develop a personnel preparation program for early childhood specialists that emphasized an…

This final report describes the activities and outcomes of a federally funded program that was developed to increase the supply of early childhood special educators in Utah and surrounding regions and to enhance the quality of their preparation. The project prepared 67 students for preschool special education certification and 40 related service…

Innovations in training technology must be transferred from the researcher to the user to be effective. This system concept paper presents a framework for the establishment of an Army training technology transfer program, as well as suggestions to improve the acceptance and use of training research products. Training technology transfer is defined…

This directory contains abstracts of approximately 250 projects funded by the Division of Innovation and Development of the U.S. Office of Special Education Programs, through September 1995. Abstracts typically provide the following information: title; principal investigator name, address, and telephone number; grant number; beginning and ending…

This directory abstracts more than 180 projects funded during Fiscal Year 1996 by the U.S. Department of Education, Office of Special Education Programs, Research to Practice Division. Projects developed under four major program areas are described: (1) research; (2) technology, educational media, and materials; (3) serious emotional disturbance;…