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ERIC Number: ED059163
Record Type: RIE
Publication Date: 1971-May
Pages: 168
Abstractor: N/A
Reference Count: 0
Implementing Systems Models for Teacher Education: Strategies for Increasing Feasibility. Final Report.
Joyce, Bruce R.; And Others
This investigation inquired into Phase I and, to some extent, Phase II of the USOE Comprehensive Elementary Teacher Education Models Project, in which ten sets of specifications (program models) for elementary teacher training were developed using systematic planning procedures. The inquiry was designed to identify procedures for increasing the feasibility of the program models and focused on the following aspects: 1) the conceptions of the teacher, 2) program content and curriculum strategies, 3) provisions for matching training procedures to student character, 4) provisions for relating to the field, 5) systems for managing the learning systems. Research and development tasks which would be likely to increase the feasibility of each model were identified. Analysis indicated that most of the program specifications are fairly conservative. Several models had incomplete or weak conceptions of the teacher with consequent lack of program focus and questionable program power. Some programs had exceptionally strong elements which could be used to improve others, for example simulation laboratories, systems for integrating program elements, and ways of ensuring program integrity. The most powerful common element is the management technology which permits individualization, integration of program support systems with instructional systems, and continuous program redevelopment and monitoring. (Author/MBM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Columbia Univ., New York, NY. Teachers College.
Identifiers: Comprehensive Elementary Teacher Education Models