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ERIC Number: ED114423
Record Type: Non-Journal
Publication Date: 1975-Mar
Pages: 11
Abstractor: N/A
Reference Count: N/A
A CBTE Program Design Incorporating Comparative and Retention Data for Evaluation.
Oana, Robert G.; And Others
The Competency Based Teacher Education (CBTE) effort in science methods has been responsible for generating a different approach to university-level instruction. Student achievement of specified goals is greater than in the traditional program, and study perceptions of the instructional experience suggest that competency-based instruction emphasizes, more than the traditional approach, such things as independent, activity-oriented, assignments and that such assignments contribute more to success in the course than instructor interactions or assigned readings from text. The successes of the CBTE science methods course do not appear to be translated into differences in behavior during a later directed teaching experience. Overall, Central Michigan University (CMU) students are viewed as successful in lesson planning and lesson teaching in the directed teaching experience, whether they participate in CBTE or non-CBTE sections of the science methods course. The data of the current project suggests that CBTE has effects at the level of the university classroom, but that these effects are not translated into behavioral differences in the classroom. The presence or absence of field experiences concurrent with the CBTE modules does not seem to moderate these results. (Author/BJG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A