NotesFAQContact Us
Search Tips
ERIC Number: ED026310
Record Type: Non-Journal
Publication Date: 1968-Oct
Pages: 23
Abstractor: N/A
Reference Count: N/A
Appendix E. General Adaptive Strategies.
Garrison, Jesse; Haines, Tom
To develop within teachers those adaptive capabilities necessary to enable them to diagnose learner difficulty and potential, to make prescriptions based on valid diagnosis, and to implement the prescriptions, an attempt has been made to analyze the behavioral components of a general adaptive strategy so that instructional systems can be developed to produce them. The general adaptive strategy has both process and content components. The process competencies required include abilities to (1) assess a situation, (2) prescribe predictable alternatives, and (3) follow through. The content component encompasses competencies in (1) foundation areas (personal and interpersonal), (2) general areas, and (3) professional areas (instructional and noninstructional). As an example of how components may be further specified, self-definition, a personal foundation area content component, may be analyzed in terms of five categories: psychological needs, personality traits, cognitive styles, abnormal distortion, and knowledge base. (Two case studies of actual students are included to demonstrate the relation between the content description of self-definition to the process component of the model. This document and SP 002 155-SP 002 180 comprise the appendixes for the ComField Model Teacher Education Program Specifications in SP 002 154.) (Author/SG)
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: Northwest Regional Educational Lab., Portland, OR.