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.

There is no evidence that graduates of a PBTE program are better or different than teachers trained in other sorts of programs.

Forty-four home economics education majors participated in a study of the effects of (1) method of instruction in college courses and (2) student teaching experience on attitudes and cognitive achievements in nine competency areas. Neither variable--exposure to student teaching experience nor instructional method--resulted in cognitive or attitude…

Suggests that much of the present concern of teacher education centers with developing new processes for educating teachers derives from their attempts to deal with accountability demands in general and legislative mandates such as Competency-Based Teacher Education (CBTE) in particular. Argues that the root critical educational policy being…

Six measurement strategies are suggested for assessing different kinds or aspects of competencies: (1) teaching tests; (2) behavior samples; (3) teaching exercises; (4) classroom interaction simulations; (5) projected problem exercises; and (6) paper-and-pencil exercises. (MJB)

The feasibility of organizing selected professional development skills and knowledge into a performance-based learning sequence was examined at Oregon State. Six general competency areas were derived for preservice and graduate vocational-industrial inservices teachers. (LBH)

Operation TECPAK (Teacher Competency Packet), a system for delivering vocational education certification courses off the college campus, is described as open-entry, competency-based, individualized instruction with space free/time free instruction which maintains opportunities for contact between teacher educator and teacher. (BM)