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ERIC Number: ED349271
Record Type: Non-Journal
Publication Date: 1992-Apr
Pages: 27
Abstractor: N/A
Reference Count: N/A
Evaluating a Content-Focused Model of Teacher Preparation Via: Classroom Observations, Student Perceptions and Student Performance.
Denton, Jon; And Others
A university and participating school districts cooperatively developed a 15-month graduate program to certify secondary mathematics and science teachers. A study of the program's instructional model examined three areas: whether knowledge of instructional variables related to occurrence of the variables during classroom instruction by teaching candidates; whether occurrence of instructional variables remained stable over the year; and whether teaching performance data from supervisors and students of the candidates related to achievement on curriculum referenced tests. The model of instruction emphasized the selection and ordering of content to be taught, describing instruction as a series of recurring processes requiring six decision skills. Study data came from videotapes of class sessions, grading records, and four instruments: the Student Perceptions of Teaching Effectiveness; the Observation Record Evaluation Record-Texas Teacher Appraisal System; the Classroom Observation System; and a Physical Science Test (for students of the interns). Teacher candidates demonstrating the greatest knowledge performed less well for maximizing time for instruction, managing student behavior, and maintaining a supportive classroom environment than candidates demonstrating less knowledge. Instructional skills that were directly addressed in a methods and theory course correlated with candidate pedagogical knowledge over the year. Teaching skill ratings of the candidates by supervisors and students were linked to student achievement values. (SM)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas