The Los Alamitos School District, a poorer than average elementary district in southern California, has made a near complete transition from a traditional to a nongraded, team-teaching program with individualized instruction in reading and language arts. The results have been startlingly good. Describes how the district made the transition.…

Desegregation, still in process, constituted the first mile. Now desegregation is making few major gains. Through the approaches of "community study, democratic atmosphere, curriculum permeation, and group dynamics," joined by the current emphasis on the "direct experience" approach, perhaps the second mile can be traveled to achieve integration.…

Examines the idea of competency/performance based teacher education to determine if it is a fad, or if it has real promise for reform. The authors urge that a single definition for C/PBTE be developed. They argue that while there are some short-range benefits to be derived from installing a C/PBTE program, it will take years of research and…

Designed primarily for research and development, the commission described was set up to coordinate the nationwide performance-based teacher education movement. The research and development plan is directed to defining teacher competence, measuring it, and evaluating systems of training for teaching competence. (JF)

A heated controversy occurred when the Texas State Board of Education mandated competency based teacher education (CBTE) for all of the State's 66 teacher preparatory institutions. This is an account of developments in Texas by two major proponents of CBTE. (Author/JF)

A heated controversy occurred when the Texas State Board of Education mandated competency based teacher education (CBTE) for all of the State's 66 teacher preparatory institutions. The author, who has led a movement of professional groups seeking an attorney general's ruling against the mandate, argues that this mandate violates the professor's…

Presents some of the theory of performance-based teacher education (PBTE); examines the characteristics of actual programs professing to be performance based; indicates some of the issues raised by attempts to impose the approach on the profession; and notes some of the shortcomings of the theory. (Author/JF)

Argues that the weak research base and continuing evaluation will cause the knowledge base of performance-based teacher education to change. Discusses the changes that could be expected. (Author/JF)

Argues that measurement issues are largely ignored by proponents of competency-based teacher education who focus on administrative and operational considerations. Discusses some of these measurement issues. (Author/JF)

An individualized performance-based teacher education (IPTE) program was first implemented at Weber State College in September 1970. The author, brought to Weber State to evaluate the program, reveals its strengths and weaknesses. (Author/JF)

The author, who has been involved in one of New York State's mandated competency-based teacher education (CBTE) programs, comments on and criticizes three articles about CBTE. (JF)

A humorous article critical of the proceedings of the Pennsylvania Department of Education's Competency-Based Teacher Education Workshop. (JF)

On the basis of a 3-year study, the authors have identified seven major stance types. They recommend that schools of education accept only candidates who are "child focusers,""pragmatists,""task focusers," and perhaps "contented conformists".

Student teaching has been institutionalized on the basis of several questionable assumptions, not on the basis of research or realistic assessment of field situations. Pinpoints these weaknesses. (Author)

Traditionally, the doctorate has been the major criterion for initial employment in higher education, not familiarity with learning theory, teaching strategies, or assessment of learning. Medical education is now breaking the mold by recruiting into a contest field professionals from psychology and education who have specialized in the improvement…