ERIC Number: ED137297
Record Type: RIE
Publication Date: 1977
Reference Count: 0
The Evaluation of a Non-Categorical Competency Based Special Education Methods Course.
Nelson, C. Michael; Moyer, John R.
This document presents an evaluative description of the evolution of a competency based methods course in special education. The course evolved as a function of continuous process evaluation developed out of the realization that it was unnecessary to teach completely separate methods courses in special education for teacher certification in the areas of mental retardation, behavioral disorders, learning disabilities, and orthopedically impaired. The Joint Methods Course was developed to provide teaching modules in which the critical teaching skills in these areas were cross-categorized. Team teaching was provided for instruction in the modules. Students in these courses were pretested before entering a module and posttested upon completion. The students were asked to continually evaluate their experiences in this method of instruction. Over a period of several years, student criticism and suggestions were considered and used to modify and change the curriculum and the structure of the course. Some modules were eliminated; others changed or enlarged. Eventually the joint methods course was discontinued. However, it was determined that the standard module format is an excellent model for writing subsequent modules. It also has the advantage of assuring consistency across diverse content, which facilitates student and faculty use. In addition, faculty gained extensive experience in writing competency based instructional modules. (JD)
Descriptors: Competency Based Teacher Education, Course Content, Course Evaluation, Education Majors, Experimental Curriculum, Formative Evaluation, Learning Modules, Methods Courses, Program Effectiveness, Sequential Approach, Special Education Teachers, Student Evaluation of Teacher Performance, Teaching Methods, Team Teaching
Publication Type: Collected Works - Proceedings
Education Level: N/A
Authoring Institution: N/A