The final report on Preparing Regular Educators for Mainstreaming mildly handicapped children (Project PREM) focuses on the first year's activities and outlines proposed objectives for the project's second and third years. Covered in an introductory section are Project PREM's main objective of developing and implementing a competency-based program…

This study presents an evaluation by student teachers of a one-year internship program initiated in 1972 in the Hamburg central school system. The Teacher Education Research Center (TERC) program was field-centered and competency-based, and provided the opportunity to develop teaching competencies in 12 categories. The evaluation instrument was…

This module, one in a series of science modules (Appendix A) designed for use in a science methods course research project at Central Michigan University, emphasizes classroom management skills. All of the modules are part of a project aimed at developing, evaluating, and revising competency-based materials for use in science methods education for…

Reported are proceedings and results from a special study institute (1973) related to development of a leadership training program for educators of crippled and other health impaired-multiply handicapped (COHI-MH) persons. Noted are contributions of two previous conferences (in 1970 and 1971). Presented are reports of five task forces on the…

Presented is the fourth of 12 instructional kits, on human engineering in the classroom, 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…

Presented is the 11th of 12 instructional kits, on program planning, 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 preassessment tasks for…

This monograph presents the self-help skills module of the social development curriculum portion of the Early Childhood-Special Education Teacher Preparation Program. Included are: (1) an ontogeny of self-help skills (feeding, dressing, toileting, and grooming) in young children; (2) a brief discussion of the relevance of self-help skills to the…

The seminar was attended by 310 educational leaders. The two keynote speakers, Robert E. Taylor and Felix C. Robb, addressed the topic of changes in society and in education, the seminar's first objective, and reflected on changes that need to emerge on the educational scene. The Changing Content: Impact on Programs, Strategies of Teaching, and…

Albert Bandura of Stanford University has proposed four component processes to his theory of observational learning: a) attention, b) retention, c) motor reproduction, and d) reinforcement and motivation. This study represents one phase of an effort to relate modeling and observational learning theory to teacher training. The problem of this study…

This document begins with a brief historical survey of the practice of teacher certification in the United States. PBTE (Performance-Based Teacher Education) as a device in teacher certification, particularly in New York, is also considered as well as inservice evaluation as practiced in New York State. The conclusions that emerge from these…

In order to develop relevant teacher education programs which will satisfy the demands for accountability, competencies necessary to perform effectively in contemporary school setting need to be identified and validated. A listing of selected competencies, identified for vocational and applied arts teacher education, was examined. Sixty-one…

In 1972, new goals in teacher education and certification, based on performance or competency-based teacher certification, required the redesigning of New York state certification programs. Modifications in 1943 and 1963 had already required a fifth year of graduate study and supervised student teaching, usually as a culminating experience, for…

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 Integrated Day Teacher Education Program is an attempt to create a model for teacher preparation which will make schools healthy places for teachers and children. It is sensitive to the criticisms leveled at teacher education by observers such as Silberman and attempts to lead teachers to share in decision making, participate actively in…

The purpose of this unit of work is to provide the teacher participant with some useful guidelines for evaluating and adapting written materials for specific English as a second language (ESL) classes. There is pre- and post-assessment of specific learning tasks relevant to evaluating and adapting materials as well as learning activities, which…