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…

The purpose of this study was to design a performance-based module to instruct student teachers in aspects of critical thinking and the teacher behaviors which promote critical thinking in pupils and to conduct a field test of that module. The two hypotheses tested were: student teachers who have experienced a training module which is designed to…

In the absence of outside funding, the University of Minnesota, with the cooperation of public and private school educators and lay citizens of the area, began to develop on its own individualized, competency-based programs that would serve both preservice and in-service teachers. These efforts resulted in the development of the Secondary Teacher…

Competency-based education involves the specification of instructional objectives such that the time spent by each student may vary, but achievement levels are held constant: it is the competency attained which is important. The 19 chapters in this volume present the experiences, views, and predictions of different educators with competency-based…

This is a summary report on the development and implementation of the Child Development Associate Consortium's Credential Award System (CAS). The CAS has as its purpose the assessment of the performance of child care workers and the granting of Child Development Associate (CDA) credentials to those who demonstrate competence in caring for…

This document is the instructor's guide for teaching a learning module on literary analysis of children's stories. Its purpose is to provide suggestions for administering the module and to point out the flexibility with which instructor and student may approach the activities and assessments. The terminal object of the module requires that…

The document is a student manual, which presents a learning module on literary analysis of children's stories, and is concerned with the ability to distinguish and identify theme, plot, and characterization. A concomittant purpose is to familiarize teachers with a number of classic children's stories in which theme, plot, and characterization are…

The answers to the tests and exercises presented in the manual in "Module B: Classifying Word Identification Errors," are presented in this second part of the two-volume set. (JD)

This document is the response manual for the learning module, "Teaching the Concept of Area." It contains the answers for the post-assessment tests given in the student manual. Instructor's manual and student manual available separately. (MB)

This document is the instructor's manual for the learning module, "Teaching the Concept of Area." It contains a list of materials needed for a resource center and materials needed by students; a list of books for a curriculum library; directions for the instructor; and a response key for the diagnostic pre-assessment test. Response…

This document is the student manual for the learning module, "Teaching the Concept of Area." The purpose of the module is to enable the student to present the underlying concepts of area in a meaningful and useful way. The terminal objective of the module is to be able to demonstrate an understanding of the concept of area, to construct…

This document is the answer key for the learning module, "Interpersonal Perception." Student manual is published separately. (MB)

Presented are an analysis of the field training experiences, and end-of-program evaluation, and a short term follow up study of a 3-year competency based program to train special education supervisors at the University of Texas. Summarized are analysis findings (such as a mean of 13 different school visits per trainee) and satisfaction by…

In reviewing CBTE, the author considers that the process may be the most important product and expresses several reasons why. (Editor)

The crucial objection to CBTE is that research has not identified teacher skills that are related to student achievement.