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ERIC Number: ED043573
Record Type: RIE
Publication Date: 1970-Feb-28
Pages: 290
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Ohio State University Analysis of the Nine Comprehensive Elementary Teacher Education Models (CETEM). Final Report.
Cruickshank, Donald; And Others
This document reports a series of 13 seminars conducted to review and analyze the nine United States Office of Education (USOE) Phase I Comprehensive Elementary Teacher Education Models (CETEM). The main body of the report consists of 14 papers, each an analytical summary of one of the model programs. Each paper is organized according to the same 12 criteria; 1) Rationale, 2) Components, 3) Outcomes, 4) Instructional Techniques and Processes, 5) Role of the Teacher Educator, 6) Evaluation Techniques, 7) Responsiveness to Societal and Professional Needs, 8) Unique Contributions, 9) Model Revision, 10) Relationship to General Education, 11) Feasibility, and 12) Relationship to Recommended Standards in Teacher Education (NCATE). There are three papers on the Syracuse University Model; two each on the Florida State University, Northwest Educational Regional Laboratory, and University of Pittsburgh Models; and one each on the others: Columbia University Teachers College, University of Georgia, University of Massachusetts, Michigan State University, and the Ohio Consortium. The papers were written by ten graduate students (who took the seminar for credit) and four faculty members who were among the seminar participants. An introductory section contains 1) brief description of the procedures for the seminars (one conducted by each of the nine model directors), and 2) discussion of general reactions to the models with comments designed to bridge the analytic summaries. (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Ohio State Univ., Columbus. Coll. of Education.
Identifiers: Comprehensive Elementary Teacher Education Models