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ERIC Number: ED429771
Record Type: Non-Journal
Publication Date: 1999-Mar
Pages: 9
Abstractor: N/A
Reference Count: N/A
The Reflection of CEC Standards Included in Student Teaching Handbooks: A Pilot Study.
Wilcox, Daryl; Putnam, Jon; Wigle, Stan; Jackson, Fay
Student teaching handbooks from seven state-supported institutions of higher education that offered special education as a major in preservice teacher education programs were studied to determine the extent to which Council for Exceptional Children (CEC) standards for student teaching experiences were incorporated into teacher preparation programs. The institutions were located in Utah, South Dakota, South Carolina, Nebraska, and Pennsylvania and enrolled less than 10,000 full-time undergraduate students. A 5-point Likert scale was used in the evaluation with 5 indicating complete congruence between a CEC standard and a handbook requirement, and 0 indicating no congruence between the two. There was little congruence between the handbooks and the CEC standards, with only one standard in the handbooks, length of the student teaching experience, awarded a mean score higher than 3. The handbooks were awarded mean scores between 2 and 3 on four CEC standards that generally dealt with the structure of the student teaching experience. On five standards concerning the objectives of a student teaching experience, the handbooks were awarded scores between 1 and 2. Mean scores between 0 and 1 were awarded to the handbooks on five standards that addressed the qualifications of the professionals involved, the quality of the sites, and the placement of student teachers in the sites. Only two of the handbooks were written specifically for student teaching in special education. Appendices include CEC standards for clinical experiences and a demographic questionnaire completed by the special education programs. Contains 11 references. (TD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A