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Walker, Thomas J. – Journal of Vocational Education Research, 1982
This article describes a procedure for developing and validating a criterion-referenced assessment instrument that will facilitate formative or diagnostic assessment of the concomitant theory and principles (cognitions) that underlie appropriate performance in a performance-based teacher education program. (Author)
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Measurement, Cognitive Tests
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Walker, Thomas J. – Journal of Industrial Teacher Education, 1996
Secondary trade and industrial teachers have traditionally been prepared through alternative teacher education emphasizing competence in subject matter. Standards are needed to improve how content is taught, and they can renew and revitalize trade and industrial teacher preparation and certification programs. (SK)
Descriptors: Higher Education, Secondary School Teachers, Standards, Teacher Certification
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Walker, Thomas J. – Journal of Industrial Teacher Education, 1981
Describes a study which sought to develop a criterion-referenced cognitive instrument based on the 83 performance elements contained in 30 teacher education modules. Discusses whether it is educationally sound to conclude that those who possess appropriate teaching skills also possess an appropriate cognitive base. (JOW)
Descriptors: Cognitive Development, Cognitive Measurement, Competency Based Teacher Education, Criterion Referenced Tests
Walker, Thomas J.; And Others – 1995
Although most efforts to improve schools through integration of academic and vocational education recognize the need for staff development, most staff development efforts fall short. The reasons these efforts often do not succeed include the following: teachers have little authority to make decisions about the improvement process; the programs do…
Descriptors: Academic Education, Educational Improvement, Evaluation Methods, Inservice Teacher Education
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Walker, Thomas J.; And Others – Journal of Industrial Teacher Education, 1984
The Criterion-Referenced Test of Pedagogical Knowledge (CTPK) and the Hill Education Cognitive Style Interest Inventory were administered to 30 students in a performance-based vocational teacher certification program. Learning preference, personal, and program characteristics were identified for mastery (over 80 percent on CTPK) and nonmastery…
Descriptors: Academic Achievement, Cognitive Style, Competency Based Teacher Education, Individualized Instruction
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Walker, Thomas J.; And Others – Journal of Industrial Teacher Education, 1994
Includes discussions of the future of the National Association of Industrial and Technical Teacher Educators (Walker); policies for work and education (Wirth); industrial teacher education (Frantz); technical teacher education (Adams); technology teacher education (Lewis); creativity (Stern); reaction to theme articles (Hudecki); and a response to…
Descriptors: Creativity, Curriculum Development, Education Work Relationship, Educational Change
Walker, Thomas J.; And Others – 1995
Three Pennsylvania universities focused on defining the functional role and identifying the training needs of work-based mentors for Pennsylvania's system of school-to-work transition, in order to design a training protocol. Interviews were conducted with 81 experienced employees concerning their view of the mentoring role and the activities that…
Descriptors: Adult Education, Cooperative Programs, Course Content, Course Descriptions
Maley, Donald; Walker, Thomas J. – VocEd, 1983
Maley outlines elements of a philosophy of teacher education. Walker describes a program at Indiana University of Pennsylvania, a field-centered, competency-based approach in which a team of professionals provides training and upgrading at the teacher's job site. (SK)
Descriptors: Competency Based Teacher Education, Field Experience Programs, Postsecondary Education, Teacher Education
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Walker, Thomas J.; And Others – Journal of Industrial Teacher Education, 1992
Interviews with 30 vocational-industrial teachers certified through Program VITAL (Vocational Intern Teaching that is Applied Learning) and 29 others showed that VITAL participants devoted more time and effort to critical review and analysis of their teaching and their classes' performance. Beginning teachers particularly were more reflective than…
Descriptors: Beginning Teachers, Industrial Education, Internship Programs, Teacher Certification
Wichowski, Chester P.; Walker, Thomas J. – 1996
The Temple University Center for Vocational Education Professional Personnel Development (PPD), one of three regional centers in Pennsylvania, used qualitative strategies for steering PPD programs. Center personnel found that collecting quantitative data was absolutely necessary to determine whether objectives were being met, but was not always…
Descriptors: Evaluation Methods, Inservice Teacher Education, Interviews, Needs Assessment
Wichowski, Chester P.; Walker, Thomas J. – 1993
A study explored learning outcomes for secondary students in Pennsylvania. Data were collected in two stages: through a survey of the opinions of 1,089 educators in eastern Pennsylvania (51% response) and through a random sample of 3,364 member of the business and industrial community in the area (22.3% response). The survey resulted in the…
Descriptors: Administrator Attitudes, Educational Attitudes, Educational Practices, Educational Trends
Walker, Thomas J.; Allen, Edward K. – 1983
The Vocational Leadership Development Program at Indiana University of Pennsylvania prepares individuals for leadership roles in curriculum, supervision, and vocational management. It is based on a series of 136 competencies ranging in categories from management of curriculum to management of personnel to management of business and finance.…
Descriptors: Administrator Education, Administrators, Certification, Competency Based Education
Walker, Thomas J.; Lees, Robert E. – 1987
The project described in this report was conducted at Temple University (Pennsylvania) to design a collegial process and the necessary instructional materials to enable the practicing vocational educator to engage in professional development with a commitment to a formative approach. The project attempted to bring inservice vocational teacher…
Descriptors: Beginning Teachers, Course Content, Curriculum Development, Formative Evaluation
Walker, Thomas J.; Allen, Edward K. – 1984
Since vocational education leaders will require many more and different skills in the future, this project was conducted to develop and implement a relevant and responsive field-centered, competency-based certification program for vocational administrative directors in Pennsylvania's western region. To this end, the following objectives were…
Descriptors: Administrator Education, Certification, Competence, Competency Based Education
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Walker, Thomas J.; Johnson, Scott D. – Journal of Industrial Teacher Education, 1993
The Eastern Pennsylvania Lead Teacher Consortium, a regional network for professional development of vocational teachers, demonstrates that lead teachers' work must be tied to student learning outcomes, ideas and practices must be communicated to building-level staff, and regional consortia need a dedicated funding source. (SK)
Descriptors: Consortia, Critical Theory, Regional Programs, Secondary Education
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