ERIC Number: ED043582
Record Type: Non-Journal
Publication Date: 1970-Jan
Reference Count: N/A
A Feasibility Study on the Model Elementary Teacher Education Program. Phase II, Vol. I. Final Report.
Massachusetts Univ., Amherst.
The first volume of the study contains a 25-page overview of the complete feasibility study (Phase II), including sections on pedagogical feasibility, management feasibility, economic feasibility, simulation modeling, client acceptability, inservice design, evaluation and research, and maintaining relevance of the model for teacher education in the 1970's. The remainder of the document is devoted to a detailed description of the pedagogical feasibility study, which tested through actual use the proficiency modules and instructional alternatives in five curriculum areas: social studies, language arts, scuence, mathematics, and human relations. For each of these areas there is a description of the evaluation procedure used, a listing of performance criteria and instructional alternatives, and a list of equipment required and costs. Questionnaires and other instruments used in the evaluation are included. Central findings of the pedagogical feasibility study are 1) a large number of students are able to pass performance criteria without taking any instructional alternatives; 2) students enjoyed having a variety of instructional alternatives open to them, but often preferred regular classroom work; 3) no differences in achievement appeared between students who took different instructional alternatives. (Volume II of the study is SP 004 260, and a separate summary of Phase II is SP 004 261. Phase I final report is ED 025 490.) (RT)
Descriptors: Elementary School Teachers, Feasibility Studies, Flexible Progression, Human Relations, Language Arts, Mathematics, Models, Performance Criteria, Preservice Teacher Education, Sciences, Social Studies, Teacher Education
Supt. of Doc., Government Printing Office, Washington. D.C. 20402 (HE5.87:M72/2, Vol. 1 & 2, $4.50)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Massachusetts Univ., Amherst.