ERIC Number: ED043583
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. II. Final Report.
Massachusetts Univ., Amherst.
The second volume of the study contains the sections on management feasibility and economic feasibility, which comprise more than two-thirds of the document, and sections on simulation modeling, client acceptability, inservice design, evaluation, and maintaining relevance of the model for teacher education in the 1970's. The section on management feasibility describes the administration arrangements that have been conceived to accomodate the program and the steps that will be taken to implement these arrangements. The section on economic feasibility presents a 5-year budget outline, with breakdowns for each program subsystem. It identifies an optimally feasible number of students, proficiency modules, and instructional alternatives. The section on simulation gives a brief description of the simulation models used and their respective functions, and the section on client acceptability relates the use of several methods to gather opinions on the model--questionnaires, conferences, and the Delphi Technique. The section on inservice design contains the results of a survey made by the Massachusetts Center for the Study of Educational Innovations to assess the inservice needs of Massachusetts teachers. Subsequent sections briefly describe plans for evaluating and continuously updating the model. (Volume I of the study is SP 004 259 and a separate summary is SP 004 261.) (RT)
Descriptors: Elementary School Teachers, Feasibility Studies, Inservice Teacher Education, Models, Preservice Teacher Education, Program Budgeting, Program Costs, Program Evaluation, Relevance (Education), Simulation, Teacher Education
Supt. of Docs., 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.