This document presents a listing of competencies taken from the Master of Arts in Teaching list. The listing is presented in the form of a questionnaire giving the respondent the opportunity to indicate the degree of importance of each competence on the Bachelor of Arts level. Competencies are listed according to planning, interacting with…

Performance based education requires that some authority establish criterion guidelines. State involvement in setting these guidelines varies widely along a continuum. This guide is designed to be read primarily by legislators and state education personnel. Its purpose is to provide assistance to agencies considering the development of…

Articles in this volume of the "Illinois English Bulletin" include "Competencies in Teaching English" by Alan C. Purves, which sets forth a tentative model for planning competency-based instruction and certification based on concepts, teaching acts, skills, and strategies; "Passing the Buck Versus the Teaching of English" by Dennis Q. McInerny,…

Presented is the fifth of 12 instructional kits, on education assessment techniques, for a performance based teacher education program which was developed by Project CHILD, a research effort to validate identification, intervention, and teacher education programs for language handicapped children. Included in the kit are directions for…

Teacher behavior is not likely to be "valid" in general, but rather only under specified conditions, such as the nature of the learning objective which is being pursued, the personal and demographic characteristics of the pupil being taught, the length of time during which learning takes place, and probably the context of other classroom behaviors…

Findings of educational research offer little indication of a relationship between teacher performance and pupil achievement. A review of reported studies suggest that the difficulty may be methodological. Most investigations are either correlational studies or comparative studies using control group designs. Most correlational research is…

As States move toward performance-based teacher education and certification, a determination of the function of the State must be made. Within the approved program approach, and along a continuum from decentralized control and decision making to centralized control, five models of certification can be identified: process, information,…

The purpose of this study was to determine if students in a field-based program performed significantly better on a test of ability to assess and to teach specific reading skills than students enrolled in on-campus reading methods courses which employed the same textual materials and different amounts of field experiences with children. The…

This paper presents a model dividing the teacher education process into four sub-systems: assessment, management, curricular experiences, and supportive resources. Emphasis is placed on the teacher role of manager of learning experiences. Ninety performance objectives are arranged in 18 capsulized skill areas each of which consists of: a) a list…

There are 13 modules included this module cluster for individualizing instruction in behavior modification at the college level: a) Writing Instructional Objectives, b) Defining Operant Terms, c) Basic Operant Principles, d) Analysis of Behavior in Operant Terms, e) Operant Measurement Techniques, f) Recording Operant Behaviors, g) Specifying the…

This publication is the result of a Multicultural Education/Competency Based Teacher Education (M/CBTE) project which, among other objectives, sought to bring together the findings of separate studies, projects, and research efforts. The project proposed to take a broader approach to the overall problem of quality education by seeking to identify…

In recent years, the Maryland State Department of Education has made a great effort to improve teacher education programs and teacher certification in the state. Since 1971, the State Department of Education has evaluated and accredited teacher education programs at 21 of 22 colleges and universities on the basis of program approval rather than…

The learning module facilitates public cognizance of learning goals and objectives, specified competencies, learning activities, assessment modes, and criteria levels. These modules enable pre- and inservice teachers to achieve specified competencies in teaching reading and language arts. The rationale for the use of the learning module as the…

This book provides three models of preservice and inservice elementary teacher training programs in reading and language arts, advanced developmental reading, and diagnosis and correction of reading difficulties. These models can be used as guides in the preparation of competent teachers. The program content for reading and language arts is based…

This document is one of the module clusters developed for the Camden Teacher Corps project. The purpose of this module cluster is to enable students to define and use basic terminology in the discussion and analysis of educational issues, to use various approaches in studying an issue, and to apply critical analysis skills to written and spoken…