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ERIC Number: ED126027
Record Type: Non-Journal
Publication Date: 1975-Nov-14
Pages: 30
Abstractor: N/A
Reference Count: N/A
Comparisons of Pre- With Post-Self Evaluations and Post-Self With Post-Supervisor's Evaluations Upon Completion of a Competency-Based Institute in Bilingual Education.
Reeves, Carolyn K.
A Bilingual-Bicultural Education Institute was conducted on the Choctaw Reservation to identify specific competencies needed by teachers in a bicultural school setting and to explore the use of criterion-referenced measurement in assessing level of performance of the participants. Of the forty people who participated in the Institute, twenty-one were teacher aides whose dominant language is Choctaw, while nineteen were teachers whose dominant language is English. A performance checklist was developed from the objectives specified in the grant proposal to provide bilingual-bicultural education for Choctaw children in Mississippi. An instruction period was then carried out dealing with many facets of bilingual-bicultural teaching and Choctaw language. Pre- and post-self-evaluation and post-supervisor's evaluations were obtained from the performance checklist. The Chi Square statistic was utilized to compare distribution of the pre- and post-self-evaluations and the post-self-evaluations with the post-supervisors' evaluation of the participants. There was a significant difference between the distributions of the pre- and post-self-evaluations. It was concluded from the study that competency based teacher training is needed to equip teachers with skills and competencies needed to work in bilingual-bicultural school settings. Also, the application of criterion referenced measurement to bilingual-bicultural competency based teacher training programs should be further examined. Tables show distributions of pre- and post-evaluations and post-self and supervisor's evaluations of Choctaw and nonChoctaw participants. The performance checklist is also included. (Author/SK)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Mississippi State Univ., State College. Bureau of Educational Research.
Identifiers - Location: Mississippi