utilization so as to maximize:productivity, by relieving ... - ERIC

ED 059 986

AUTHORTITLE

INSTITUTIONSPONS AGENCY

BrREAU NOPUB DATEGRANTNOTE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

DOCUMENT RESUME

24 SP 005 603

Weber, Wilford A.The Competency-Based Teacher Education DevelopmentProjects. Vols. I and II. Final Report.Syracuse Univ., N.Y. School of Education.National Center for Educational Research andDevelopment (DHEW/OE) .Washington, D.C.BR-0-0744Dec 71OEC-0-70-453527 Op.

MF-$0.65 HC-$9.87*Preservice Education; *Teacher Education; *TeacherEducation Curriculum; *Teacher QualificationsComprehensive Elementary Teacher Education Models;*Teacher Corps

ABSTRACTThe purposes of the project were to facilitate,

coordinate, describe, and evaluate the activities of sevenfifth-cycle Teacher Corps programs as they developed andimplemented--to the extent possible--competency-based teachereducation programs utilizing the ten National Center for EducationalResearch and Development teacher education models as a resource.Consequently, the activities carried out by the project were intendedto facilitate the goals of each of the seven programs by providingfor greater communication among them, by coordinating resourceutilization so as to maximize:productivity, by relieving programs ofcertain evaluation responsibilities so that their resources might bedirected toward instructional aspects, and by providing certainresources which otherwise might not have been available. Anexamination of program development efforts suggests that theprocesses involved were both complex and difficult. Lack of time andmoney appear to be chief among the many problems encountered. Despitethose problems, progress seems to be rather substantial when viewedin the light of realistic expectations. Evidence suggests thatinterns felt much more _positively toward competency-based teachereducation, the competency-based aspects of their program, and theirtotal program than they did toward more traditional approaches toteacher education. (Author)

Final Report

Project NuMber 0-0744Grant Number OEG-0-70-4535 U.S. DEPARTMENT OF HEALTH.

EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROM

, THE PERSON OR ORGANIZATION ORIG-, INATING IT. POINTS OF VIEW ok OPIN-

IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.

THE COMPETENCY-BASED TEACHER EDUCATION DEVELOPMENT PROJECTS

Volume I of Two Volumes

Wilford A. WeberSchool of Education

acuse UniversitySyracuse, New York 13210

December 1971

The research reported herein was performed pursuant to a grantwith the Office of Education, U. S. Department of -Health; Education,and Welfare. Contractors undertaking such projects inider Government

sponsorship are encoUraged to express-freely -their ProfestiOnaljudgment in'the conduct of the project. Pointa.of view or opinions

stated do not therefore, necessarily repreSent official Officeof Education position or policy'.

. S. DEPARTMENT OF -

HEALTH KDUCATION, AND WELFARE

ffice of EducationNational Center for Educational Research and Development

PREFACE

Final reports are notoriously dull. As a consequence, most arenot widely read. This document represents an attemrt to make a finalreport more interesting and, therefore, more widely read. In an effortto accomplish those two goals, this report strays from the usual format.

The first volume presents a fictitious interview which invites thereader to examine the thoughts of representatives from seven fifth cycleTeacher Corps projects as they describe their efforts to developcompetency-based teacher education programsa most difficult task.Thus, the first volume foauses on a variety of isaues related to programdevelopment efforts. The description of the progress made and theproblems faced is realistic; only the interview scenario is fictitious.

The second volume consists of twelve sections each of whichprovides information which is offered in support of statements madein the first volume. While much of the information provided heremight be categorized as "soft data," it was decided that those whowould examine the process of competencybased teacher education programdevelopment might profit from such information even though it might betentative in nature. The hope of the author is that the reader willfind the informationand the reporthelpful.

Wilford A. WeberProject Director

Syraouse, New YorkDecenber, 1971

ACKNOWIEDGMENTS

The project reported here would not have been possible had therenot been a fine cooperation on the part of interns, program developmentspecialists, and project directors in each of the seven fifth-cycleTeacher Corps programs involved. We are most thsrkful to each who gaveso willingly to this effort.

Special thanks are extended to the following project directors andprogram development specialists: Bill Rush and Lee Napier of JacksonState College; Jacque Longheed and George Coon of Oakland University;Jack Fraenkel of San Francisco State College; John Masla and Bob Arendsof the State University College at Buffalo; Jim Perry and Leon Belcherof Texas Southern University; Ken Estes and Norm Ehresman of WesternKentucky University; and George Lamb and Burt Grover of WesternWashington State College.

A most sincere expression of gratitude is also extended to AlexinaTyo who performed.her graduate assistant responsibilities in a mannerwhich far exceeded our expectations. Thanks is also given to Pat Bryant,Sharon Coyne, Eva Waugh, Aaron Arce, and Dan Ellison who contributedgreatly to the preparation and reproduction of this final report.

W. A. W.

ABSTRACT

The purposes of the project were to facilitate, coordinate, describe,and evaluate the activities of seven fifth cycle Teacher Corps programsas they developed and implemented--to the extent possible--competency-based teacher education programs utilizing the ten National Center forEducational Research and Development teacher education models as aresource. Consequently, the activities carried out by the project wereintended to facilitate the goals of each of the seven programs byproviding for greater communication among them, by coordinating resourceutilization so as to maximize productivity, by relieving programs ofcertain evaluation responsibilities so that their resources might bedirected toward instructional aspects, and by providing certain resourceswhich otherwise might not have been available.

An examination of program development efforts suggests that theprocesses involved were both complex and difficult. Lack of time andmoney appear to be chief among the many problems encountered. Despitethose problems, progress seems to be rather sdbstantial when vlewed inthe light of realistic expectations. Evidence suggests that internsfelt much more positively toward competency-based teacher education,the competency-based aspects of their program, and their total programthan they did toward more traditional approadhes to teacher education.

CO±ui.a.LS

VOLUME I

PREFACE

ACKNOWLKDGMENTS . .

ABSTRACT iv

CONTESTS

TEE INTERVIEW 1

VOLUME II

PREFACE ii

CONTENTS iii

LIST OF TABLES vi

SECTION I: OBJECTIVES OF THE PROJECTS

Syracuse UniversityJackson State College

Oakland University . . . .

San Francisco State College

State University College at Buffalo

Texas Southern University

Western Kentucky University

Western Washington State College .

1

1

2

. 2

3

S. OOOOOOOO 3.... OOOO . 4

4

Teacher Corps Guidelines and Competency-Based TeacherEducation .

Newspaper Article . . .

Memorandum from National Director

SECTION III: A DEFinITION OF COMPETENCYBASED TEACHEREDUC.ATION

SECTION IV: THE EMERGING NATURE OF THE WESTERN WASHINGTONSTATE COLLEGE PROGRAM

10

14

18

Introduction 18

Strengths of the Emerging Program Concept 19

Weaknesses of the Emerging Program Concept 19

Summary 21

SECTION V: PROGRAM PRIORITIES AS VIEMED IN ME WESTERNWASHINGTON STATE COLLEGE PROGRAM 22

Introftction 22

Procedures 23

Results 27

Discussion 32

SECTION VI: EXAMPLES OF INSTRUCTIONAL MODULES 36

Teacher Corps Guidelines and Instructional Modules 36

Jackson State College 37

Oakland University 46

San Francisco State College 58

State University College at Buffalo 65

Texas Southern University 72

Western Kentucky University 82

Western Washington State College 88

SECTION VII:- STAFF DEVELOPMENT CONFERENCES AT THE STATEUNIVERSITY COLLEGE AT BUFFALO 4 . . . . . ....... 98

SECTION VIII- .:IN7SERVICE PROFESSIONAL CONFERENCES AT TEXAS117SOUTHERN UNIv.ERS1TY . . . . . . 4 . 4 ...

SECTION IX: SAMPLE MODULES FROM THE DEPARTMENT OF DESIGN ANDINDUSTRYAT SAN FRANCISCO STATE COLLEGE . . . . 147:

SECTION X: DESCRIPTIONS OF THE ROLE OF THE PROGRNMDEVELOPMENT SPECIALIST . . . 156

Jackson State College S 256

Stat e University College at Buffalo . .

Western KentucKw University i6o

Western Washington State College 16a.

SECTION XI: INTERN PERCEPTIONS REGARDING COMPETENCY-BASEDTEACHER EDUCATION 164

Intern Comments 164

Intern Ratings Regarding Competency-Based Teacher Education 216

Intern Attitudes Toward Teaching 225

Intern Attitudes Toward Low-Income, Minority Persons 228

Intern Perceptions at Western Kentucky. University 230

Student Perceptions at Jackson State College 231

SECTION XII: SUGGESTED RESOURCES 234

Books234

Mediated Materials 235

Persons 236

Model Elementary Teacher Education Project Phase I

Final Reports 237

THE INTERVIEW

The following is a fictitious interview. It never took placebut it very well might have for while it is true that the dialogue isfictional, the information contained therein is factual. Indeed,wherever possible, supporting documentation is provided in Volume IIof this report.

The interview which follows took place at the end of the project'sfirst year in June of 1971. In attendance were nine persons:representatives froill each of the seven institutions involved--JacksonState College (JS), Oakland University (OU), San Francisco StateCollege (SF), State University College at Buffalo (BS), Texas SouthernUniversity (TS), Western Kentucky University (rIK), and WesternWashington State Colleg- (WW), the project's National Coordinator (NC),and the interviewer (IN). References refer to supporting documentationpresented in Volume II.

IN: I'm here today with representatives of the seven Fifth CycleTeacher Corps projects which have been involved in this pastyear's Competency-Based Teacher Education Development Projectssponsored by the National Center for Educational Research andDevelopment and the National Teacher Corps. We also have withus the National Coordinator of those projects and ve'll be talkingabout various aspects of the first year efforts. The Competency-Based Teacher Education Development Projects. That's a ratherimposing title. Just what were the purposes of the project? _

NC: The purposes of the project were to facilitate, coordinate,describe, and evaluate the activities of seven fifth-cycleTeacher Corps programs as they develop and implement--to theextent possible--competencybased teacher education programsutilizing the ten National Center for Educational Research andDevelopment teacher education models as a resource. Theactivities of the project ifere intended to facilitate the goalsof each of the seven programs by providing for greatercommunication among them, llyy coordinating resource utilizationso as to maximize productivity, by relieving programs of certainevaluation responsibilities so that their resources might bedirected toward instruetional aspects, and by providingresources which otherwise might not be available)

IN: How was the intent of this effort viewed by the various sevenprograms"

BS: In our fifth cycle proposals we had obligated ourselves to followthe Teacher Corps program guidelines and try to make our programscompetency-based. The guidelines, subsequent information fromTeacher Corps Washington, and our own biases Ilad made our goalsin this regard pretty clear--we wanted to do what we could todevelop a competency-based program.2

OU: We also felt that there would be benefits to be gained from ourworking together and sharing certain of our products--especiallyinstructional modules.

WK: And the project gave us an opportunity to have a programdevelopment specialist to assist with program curriculumdevelopment and evaluation.

JS: Yes, and it gave us an opportunity to talk to one another anddiscuss some of our mutual problems--and there were severalcommon problems to discuss. And it was nice to know that therewere other people in the same boat.

IN: You make the development of a competency-based teacher educationprogram sound like a rather difficult task. Just what is acompetency-based program and what makes it so difficult to develop?

NC: We have been using a definition which describes a competency-based program as one in which the competencies to be demonstratedby the student and the criteria to be applied in assessing thecompetency of the student are made explicit and the student isheld accountable for meeting those criteria.3

IN: What do you mean by competencies?

NC: By competencies we mean those attitudes, understandings, skills,and behaviors which are thought to facilitate intellectual, social,emotional, and physical growth in children and, thus, are seen asrequisite to effective teaching.

IN: And how is that approach different from traditional programs'

NC: Well, actually a competency-based program is different in quitea few ways. Primary among these, however, are several which aremost outstanding. In the first place, a competency-based programis achievement4pased, not timebased. That is, the emphasis ison a teacher education student's ability to demonstrate hisachievement of specified objectives rather than the completionof a set nuMber of courses. Secondly, the emphasis is on thestudent's behavior and his behavioral Impact on children ratherthan simply what he knows. Thirdly, the curriculum consists ofInstructional modules rather than a course struCture; thisprovides greater flexibility, more student choice, greateropportunity for self-pacing and alternative routes of instruction,and management by objectives. Finally, the approach is muchmore field-oriented with the student spending more of his time

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WW: As we view it, determining what the program devela a!QIEllistiritshould do is a matter of choosing a subset from a '41,zie .V611:1te oftasks--and having sufficient foresight to choose

Itti'a,11 14111actually contribute to a program that inevitably oh.e. a- itgoes along. Module development and Module managelzlettZgare csbvlaustask areas for a competency-based program--theseconsidered two types of tasks with nndule manageMe4t

beconcerned with intern needs assessment, tindng, rTitrr orsupplementary materials. Along this line, a progre;4 migrconsider an arrangement used by the Teacher Corp° 131,,,,,,,1-034:1:1Eastern Montana. They use a graduate assistant to cliz,°t1 16)" ofthe work in module management. If work in these tIlcs 00,0 lapay off, the program develoraent specialist had bett.., IceePclose touch with the program and diagnose readiness, 14_0,tu4 es_

- 3and conflicting priorities pertaining to modular j-titri,le-D-toilThis leads into two other possfble and prdbably eaelatiaI e-%kaof the program development specialist. One is sellt4 gaidexplaining modular instruction to Corpsmembers and i...01515:r0.331 tarfas needed. This is a more difficult process if Oodtri tilastl-LiQtionis narrowly defined to exclude short minicourses at 170.p.a

which lack behavioral pre and post tests. The othel. toget constant feedback from the program, the import8,4,! of

?e,1:was stated earlier. This is a whole collection of -t;;Ico. backmay include information about attitudes and readine%-f03-rcl°dIalinstruction or about current levels of intern coOPetr, _e; °Is itcan also focus on specific needs in the schools, 04

, oP-.row-opinions, or on opinions of key persons in the co-1-oorpfostructure. Or the feedback task can be organized stIctly ceserve the purpose of giving direction to general Pto,_ 0a3a,bleLement.Feedbadk enables the identification of many potentl_before they become trouble. Another major possfple theprogram development specialist is designing and De4z17: -Do bp.

--1-atea general management system. Here, to be effectiv=.2

e, f:/0t1.11.very closely in tune with the program director abotlt t'oe

and degree of system formalization. The program devjapentspecialist can also work on communicating Teacher Oc4:"..0 e/cPell.ncesand discoveries to other programs and facets of thzas by getting faculty involved in local committee 131,,z,k_;oes;our college, he managed a separate module writing: pl..jeeD /thichcapitalized on Teacher Corps experiences. In our 13x.c;3.eet, eaaadditional task of the program development specia10 1/ellas all program staff--is to work with the local ccskI.i_teeathey determine needs, provide direction, and define ,;;09e-D!3acies

for an emerging program. This means diagnosing thz 30:01-V5z'aoperation and trying to rrovide use input when nee4eq

rilaybe other tasks; which ones are chosen should depen d. -DP.e

imique nature of a particular p=ignmnalul its staft

OU: The interpretation given to the role 'of the prograk elamelatspecialist at Oakland University is necessarily brotle/-15e hearole in moaular development within each discipline.capacity, he can provide a common means of asses5mellt4-11a corm ,z)11

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bit from program to program but in any event that role seems tobe an important one. Indeed, one begins to expect to find thata good program development specialist must be able to leap tallbuildings at a single bound, be faster than a speeding bullet,and be more powerful than a steaming locomotive. I suspect thelesson to be learned here is that variations on the theme are--and should be--the case. It is obvious that the programdevelopment specialist is expected to play many roles but is theperson mainly responsible for developing the competency-basedaspects of the program and thus it seems reasonable to expect himto be a staunch advocate. But what of others in the program?Interns? Faculty? PUblic school people? How do they feel?

TS: Our interns are cautiously optimistic, they are supportive buthave found it more difficult than they had expected.11 TeacherCorps faculty and our other faculty are excited by the notionand want to be involved, to a greater extent. The administrationhas been very supportive. Reaction from public school peoplehas been mixed; this is likely due to a lack of In-depthunderstanding on their part. They have been faced with so manyother problems this yearincluding integrationthat they justhaven't been able to get on top of this.

OU: Interns and team leaders are very positive about the concept.Their reactions have been very favorable all along. Anoverwhelming majority of the Teacher Corps staff is supportiveand is involved In module development. Within the total facultyat the university, a majority is supportive, but a few are not.The dean is most enthusiastic. The pliblic school people aresupportive of what we're doing jointly.

JS: Our interns are most positive. The Teacher Corps staff has becomesold on competency-based instruction as it has worked on it.Other faculty are receptive but really aren't sufficientlyinformed as yet; the School of Education and Technical Studieshas taken a very positive stand. Our aamiristration is receptivebut is unable to be as supportive as we'd like because of limitedfiscal resources. The reactions of public school people ha77e beenmixed; they need to knaw more about it.

SF: Mixed is the word for our situation. I'd say just a bit more thanhalf of our interns are positive with the remainder being neutralor. negative. Many, had difficulty initially with the, behavioralaspects of the competency- sQproach. A. fUrther look is needed asto haw best to get them initially involved. The Teacher Corpsstaff is generally favorable. The faculty In general is_atpresent tolerant but open to fbrther evidence as to theeffectiveness of a-competency emphasis. Many are still rathernninformed.. The public school people.haven't been able to geton top of this because of other problems. The administration is-unable to 'be very supportive due to limited financial resourcesand a lack of adequate facilities.

WW: 'We've had a similar reaction with interns. For the most part,they are "do-your-awn-thing" oriented, not objectives oriented.

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I CD

I

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED IDCACTLY AS RECEIVED FROM

THE PERSON ORORGANIZATION ORIG-

INATING IT. POINTS OF VIEW OR OPIN-

IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL

OFFICE OF EDU-

CATION POSITION OR POUCY.

Final Report

Project NuMber 0-0744Grant NuMber,OEG-0,-7074535.

TAECOMPETENCY7BASED TEACHER'EDVCATION DEVELOPMENT PROJECTS

Volume II of Two Volumes

Wilford A. WeberSchool of EducationSyracuse University

Syracuse, New York 13210

December 1971

The research reported. herein-was performed pursuant to a grantwith the Office of Education, U. S. Department of Health,. Education,and Welfare. Contractors undertaking suoh 'Projects under Government

sponsorship. are encouraged to express freely their professionaljudgment in the conduct of the projeet. -Pointa of view or oPinions

stated-do not, -therefore,. neceSsarily 'represent- official -Officeof Education- position or policy.

U. S. DEPARTME:NT OFREALTH, EDUCATION, AND'WELFARE

Office of Education

National Center fr -= Educational Research and Development

28

PRZFACE

Final reports are notoriously dull. As a consequence, most are

not widely read. This document represents an attempt to make a finalreport more interesting and, therefore, more widely read. In an effort

to accomplish those two goals, this report strays from the usual format.

The first volume presents a fictitious interview-which invites thereader to examine the thoughts of representatives Thum seven fifth cycle

Teacher Corps projects as they describe their efforts to developcompetency-based teacher education programsa most difficult task.Thus, the first volume focuses on a variety of issues related to program

development efforts. The description of the progress made and the

problems faced is realistic; only the interview scenario is fictitious.

The second volume consists of twelve sections each of which

provides information which is offered in support of statements made

in the first volume. While much of the informatiOn provided heremight be categorized as "soft data," it was decided that those whowould examine the process of competencybased teacher education programdevelopment might profit from such information even though it might betentative in nature. The hope of the author is that the reader willfind, the informationand the report--helpful.

Wilford A. WeberProject Director

Syracuse, New YorkDecerler, 1971

COMMITS

VOLUME I

PREFACE jjACKNOWLEDGMENTS jjj

ABSTRACT.

COBTENIS

THE INTERVIEW

VOLUME II

PREFACE iiCONTENTS

LIST OF TABLES .

SECTION I: OBJECTIVES OP THE PROJECTS . . ..

Syracuse University . . . . 41Jackson State College , . . . . . . . . . .Oakland University .

iiivi

11

a a to 2

San Francisco State CollegeState University College at ButtaloTexas Southern University

O. 0... ,

Western Xentuc)ry,Universi . . . . . . . . .Western: WaShingtOn. State College .

SECTION II: TEACBM CORPSI AND COMPETENCY-BASED TEACHEREDUCATION

Teacher Corps Guidelines and Compete=Education

, -0

Memorandam from National Director 10

SECTION III: A DEFINITION OF C0/41PETENCY-BASED TEACHEREDUCATION 14

SECTION IV: THE EMERGING NATURE OF THE WESTERN WASHINGTONSTATE COLLEGE PROGRAM 18

Introduction 18

Strengths of the Emerging Program Concert 19

Weaknesses of the Emerging Program Concept 19

Summary 21

SECTION V: PROGRAM PRIORITIES AS VIEWED IN THEWESTERNWASHINGTON STATE COLLEGE PROGRAM 22

22

23

27

Discussion 32

Introduction

Procedures

Results

SECTION VI: EXAMPLES OF INSTRUCTIONAL MODULES 36

Teacher Corps Guidelines and. Instructional Modules 36Jackson State College

Oakland University 46

San Francisco State College 58


Texas Southern UniversityWestern Kentucky University

Western Washington State College

65

72

......... ..... 82

....... 88

SECTION VII: STAFF DEVELOPMENT CONFERENCES AT TEE STATEUNIVERSITY COLLEGE AT BUFFALO . . . . .

SECTION VIII. IN-SERVICE PROFESSIONAL COmirk.....=CM AT TEXASSOUTBERNUNIVEHSTrY . . . . . . . . . . . . . . .

SECTION IX: SAITPLE MODULES FROM THE DEPARTMENT OF DESIGN ANDTMUSMY AT SAN FRANCISCO STATE COLLEGE . . . . . .

SECTION X: DESCRIPTIONS OF THE ROLE OF THE PROGRAMDEVELOPMENT SPECIALIST . . . . . . . .

Jackson State College


147

Western Kentucky University 160

Western Washington State College 161

SECTION XI: INTERN PERCEPTIONS REGARDING COMPLImiCY-BASEDTEACHER EDUCATION 164

Intern Comments 164

Intern Ratings Regarding Competency-Based Teacher Education 216

Intern Attitudes Toward Teaching 225

Intern Attitudes Toward Low-Income, Minority Ptrsons 228

Intern Perceptions at Western Kentucky University . 231

Student Perceptions at Jackson State College 231

SECTION XII: SUGGESTED RESOURCES 234

Books 234

Mediated Materials 235

Persons 236

Model Elementary Teacher Education Project Phase IFinal Reports 237

32

LIST OF TABLES

TABLE PAGE

1. Mean Scores Obtained from Jaekson State College InternRatings Regarding Competency-Based Teacher Education . 218

2. Mean Scores Obtained from Oakland University InternRatings Regarding Competency-Based Teacher Education . 219

Mean Scores Obtained from San Francisco State CollegeIntern Ratings Regarding Competency-Based_ TeacherEducation

4. Mean Scores Obtained from State University College atBuffalo Intern Ratings Regard-irg Competency-BasedTeacher Education

5. Mean Scores Obtained from Texas Southern UniversityIntern Ratings Regarding Competency-Based TeacherEducation

6. Mean Scores Obtained from. Western Kentucky UniversityIntern Ratings Regarding Competency-Based TeacherEducation

Mean Scores Obtained fram Western Washington StateCol/ege Intern Ratings RegardingT Competency-BasedTeacher Education

8. Mean Scores Obtained fram Intern Responses to theTeaching Situation Reaction Test ........ .Mean Scores Obtained from Intern Responses to the

. .Cultural Attitude Inventory . .

220

221

222

223

224

227

SECTION I: OBJECTIVES OF THE PROJECTS

The following are statements describing the objectives of theCompetency-Based Teacher Education Development Projects. First, theobjectives of the national coordination project housed at SyracuseUniversity are described. This is followed by descriptions of theobjectives of each of the seven fifth-cycle Teacher Corps progrAmsinvolved. In all cases,_the objectives stated here have been drawnfrom the proposals which were developed relevant to this particulareffort.

Syracuse University

The purpose of this project is to facilitate, coordinate, describe,and evaluate the activities of seven fifth-cycle Teacher Corps programsas they develop and implement--to the extent possiblecompetency-basedteacher education programs which utilize the ten National Center forEducational Research and Development teacher education models as aresource. More specifically, Project personnel would:

1. Increase the awareness of each of the:programs withregard to the esburces available relevant tO-competency-baSed teacher education; particular emphasis would beplaced on the NCERD modela and feasibility studies andon the utilization of Model personnel.

2. Consult with each of the programs in order to facilitatethe development, implementation, and operation processes.

3. Coordinate the efforts of the seven programs so as tomaximize the utilization of resources.

-Perform the majOr role with regard,to evaluationincluding instrumentation, data collection., and'anaIyaea:; particular emphasis would.,be:given to athorough description of process, dimensions.

Facilitate the activities of the program developmentspecialist designated by each of the seven progrPms;the program development specialist would serve asliaison to this project, would have "in-house" datacollection and process description responsibilities,and woth assist the project directcr in theaccomplishment of the goals of this project relevantto his program.

The activities of this project would be intended to facilitate thegoals of the seven NCERD-Teacher Corps programs by providing forcommunication between programs, by coordinating resource utilization soas to maximize productivity, by relieving programs of most evaluationresponsibilities so that maximum resources might be directed towardinstructional aspects, and by providing resources which otherwise mightnot be available.


The objectives of the Competency-Based Teacher Education DevelopmentProject at Jackson State College are:

I. To change-from_a traditional teacher preparation programinto a competency-based program employing instructionalmodules.

To form task forces of faculty meMbers, teachers,- communityworkers, and students to identify the desired competenciesfor a Master of Science In Early Childhood Education.

3. To review the three hundred and fifty specifications identifiedby the University of Toledo Education Model as minimumcomponents of an early childhood competency-based model, inrelation to the established course of study of fifteen coursesin this area at Jackson State College.

4. To identify, modify, or create specifications that includebehavioral objectives, detailed statements of suggestedtreatment and alternative routes, instructional materials,and evaluation strategies.

5. To procure or develop resources needed to.emoloy thesespecifications; to sequence the specifiCations; to determinethe efficacy of the treatments,and sequence.

Oakl and University

The objectives of the Competency,ased Teacher Education DevelopmentProject at Oakland University are:

1. To bring about role changes for faculty throUgh redesigningthe:teacher education program In concert with school personneland Community representatives, and:by moving from a traditionalcourse-locked system to a flexible' laboratoryoriented system

2, .To change from courae structure to instructional modules,through.the redesigning of university support systems into-over-all components.

35

3. To develop a competency-based curriculumand performance criteria.

with stated objectives

I. To provide for greater inter-disciplinaryeducation programs.

involvement in teacher

To develop a continuous evaluation of Intern and program progressthrough systems analysis.


The objectives of the Competency-Based Teacher Education DevelopmeritProject at San Francisco State College are:

1. To clarify and elaborate the established objectives ofthe San Francisco State College-San Francisco UnifiedDistrict Cycle 5 (1970-72) Teacher Corps proposal andamendments with emphasis on behavioral statements.

2. To collaborate with NCERD/TL National Coordinator inthe paanning of evaluation design, instrument selection,pre- and post-testing, and other data collection andanalysis related to established objectives.

3. To review, select, implement and evaluate the effectivenessof available competency-based teacher education programcomponents supportive of established objectives.

4. To develop, implement, and evaluate the effectiveness ofnew competency-based program components supportive ofCycle 5 objectives with the participation of projectstaff, team leaders, and interns.

To develop and utilize program and intern feedback andevaluation systems.

State University College at-Buffalo.

The objectivesiof the Competency-Based Teacher EducationDevelopment-Project at the State UniversitY College at Buffalo are:

1. To develop:a competency-based, rather than a time-based,Program for the training of proSpective elementary schoolteachers. :

2. To cOnstruct a program tailored to the Individualcharacteristics, competencies, and needs of-the interns.

To prepare interns to relate successfully with low-incomestudents, both in the school and in the community.

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4. To develop staff-team leader competencies for the skillfuldirecting of interns.

5 To evaluate the developmental and implemental processes.


The objectives of the Competency-Based Teacher Education DevelopmentProject at Texas Southern University are:

1. To describe the processes involved in developing andimplementing a competency-based program.

2. To describe the 1Drocedures and processes involved insecuring productive participation of teadher educatorsand local school personnel in planning and experimentingwith new teaching methodologies and staffing patternswhich may emerge from the competency-based program.

3. To describe and evaluate the transitional processesassociated with the change fram traditional coursestructures to the use of instructional modules.

4. To develop a descriptive profile of Teacher Corps internsand document changes in their attitudes and understandings,and in their development of teaching competencies as theyprogress through the program.

5. To conduct an evaluation of the accomplishments of theproject in generating a model competency-based programand derive recommendations for future planning.


The objectives of the Competency--based Teacher Education DevelopmentProject at Western Kentucky-University are:

1. To prepare interns to,relate successfully to children andparents from low-inccme areas.

2. To provide each intern with some competency in specifiedbasic teaching skills.

3. To provide an opportunity for the University to experimentwith a concentrated workshop approach to the pre-servicetraining of teachers in four basic areas: Introduction toEducation, Psychology of How Children Learn and Develop,Teaching of Reading, and the Sociological Concern of Teaching.

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4. To provide an opportunity for school and university faculties tocooperate In providing learning experiences for underprivilegedchildren.

To provide an opportunity for the school to use interns in makingvital contacts with the community in order to improve the socialconditions of the youth.


The objectives of the Competency-Based Teacher Education DevelopmentProject at Western Washington State College are:

1. To field-test the separate training components of theComField model in order to create a more complete,generalizable field-testing model.

2. To indicate how often field-testing procedures _precededprogram revisions, and to describe the nature of theserevisions.

3. To provide a more formal description of the field-testingprocedures as a model for formative evaluation ofcompetency-based training components.

4. To indicate whether the field-testing plan yields informationregarding: (a) the adaptability of ComField componentsfor specific Teacher Corps purposes, (b) cost-benefit dataabout each of the components, and (3) the instruments thatcan readily be used in field-testing.

5. To estimate how well future use of the field-testingprocedures will provide validating information aboutindividualized, competency-based training programs.

38

SECTION II: TEACHER CORPS AND COMPETENCY-BASED TEACHER EDUCATION

The materials which follow attest to the commitment Teacher Corps hasexpressed relevant to the development of competency-based teacher educationprograms These materials are of three kinds: (1) excerpts from the mostrecent edition of the Teacher Corps Guidelines, (2) a copy of a newspaperarticle entitled "Teacher Corps Focuses on New 'Competency' Approach," and(3) a copy of a memorandum sent to all program directors and projectcoordinators by Richard A. Graham, National Director of Teacher Corps.

Teacher Corps Guidelines and Competency-Based Teacher Education

The October 1970 draft of the Teacher Corps Guidelines provides clearevidence of Teacher Corps commitment to the development of competency=basedteacher education programs. Excerpts from the two sections of that draftwhich most directly describe that commitment are presented here. The firstis from the section on page 3, Broadening Programs of Teacher Preparation;the second is from page 24, the section on Competency-Based TeacherEducation and Certification.

Excerpt from pages 3 and 4. Teacher Corps projects should offercolleges and universities an opportunity to investigate and adopt newapproaches in teacher preparation. Colleges and universities must clearlyintend to adopt into their regular teacher education programs thoseelements which prove successful in their Teacher Corps projects. Hence,the proposals must specify the new approaches which will be undertaken inthe Teacher Corps project, the timetable for general adoption should thesenew approaches be favorably evaluated and a clear statement by whom andby what criteria the decision to adopt will be made. Such new approachesshould include:

1. Developing teacher education programs which are dependentupon the ability to exhibit desired teacher competenciesand developing a system of learning which permits studentself-pacing, alternate learning routes and greater studentinitiative in learning. Such programs should be characterizedby:

a. Partnership with school districts and communities;

b. Specification of desired teacher competencies andreformulation of learning activities to assiststudents to develop and demonstrate thesecompetencies;

c. Use of internship as an extended period of trainingand service in schools and communities;

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39

d. Systematic planning for program development and forprogram management;

e. Development of a series of modules to allow for studentself-pacing and more individualization of learningstrategies;

f. Use of systematic feedback and evaluation techniquesto provide continuous program modification; and

g. More personalized learning and increased studentresponsibility for his own learning.

2. Moving toward university-approved programs of teachercertification and pilot programs for States which wish todevelop new certification standards. The programs shouldbe moving toward increased use of criteria based upon teacherperformance or behavior and the products of teacher behavior;e.g., children's learning.

3. Establishing internships not only as a training period inregular teacher preparation, but also as a period wheninterns, functioning as members of a school staff, provideservice to children.

4. Establishing "portal schools," or compb,rable teachereducation centers based in public schools but cooperativelysupported by schools, universities, teacher associations,and other education agencies for the training and retrainingof school personnel.

5. Involving other colleges within the university in reshapingteacher preparation along interdisciplinary lines.

6. Developing a system for continuous feedback and programevaluation from Corpsmembers to both school and universitystaff to ensure that the internship remain a valid andrelevant learning experience.

. Offering university credit to interns and other personnelfor their training and work in the school communities.

8. :Using university instructors'to teaCh and provide resourcesand support to Corpsmembers and regular school Staff atschool and community sites-.

9. Using regular school staff and community members as resourcepersons and adjunct teacher trainers in university instruction:.

Excerpts from page 24. Competency-based programs of teacher preparationare being developed by leading institutions of teacher education. Severalstates have declared their intent to develop new standards of teacher

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40

certification based upon performance standards. The U. S. Office ofEducation has funded ten universities over the past three years to dodevelopmental and feasibility studies of competency-based teachereducation. Teacher Corps is committed to the support of local projectswhich seek to test and adopt the ideas developed in these models or otherapproaches comparable in scope.

Teacher Corps funding will be provided to those institutions whichseek to specify performance competencies as equivalents to the completionof a university-approved program of teacher certification or toinstitutions which seek to develop programs comparable in scope.

Support will be provided to colleges of education which seek towork in_collaboration with public schools, communities, teacherassociations, other centers for educational Innovation, and collegesof liberal arts and science.

Such programs should allow the student to share in the responsibilityfor his own learning by making explicit the competencies for which he isaccountable and the criteria by which these competencies will be assessed.

Such prograns are designed to assist students to learn at their ownpace and participate in selecting the strategies for their learning.Modular units of learning are a feature of these programs.

The goal is to provide more flexible, personalized patterns ofteacher preparation through an internship which fosters the maximumpersonal and professional development of persons who wish to teach.

Interim steps to individualized training will probably be necessary.Several approaches and program designs are possible. After approval ofthe proposal, Teacher Corps funds may-be expended for consultants whocan assist in program development.

Newspaper Article

The newspaper article Which follows appeared on page 22 of theSyraause Herald,American on August 23, 1970. It provides a ratherclear indication of Teacher Corps commitment to the notions ofcompetency-based teacher education.

22 SYRACUSE HERALD-AMERICAN. kag. 23. 1970

Teacher Corps Focuses onNew 'Competency' Approach

By JOE LaGUARDIAThe Teacher Corps will

commit all of its funding overthe next five years to univer-sities attempting new meth-ods and approaches to teachereducation.

Richard A. Graham, direc-tor of the Teacher Corps, saysthis commitment. in the firstyear, will involve approxi-mately $30 million and at cur-rent levels of funding, couldtotal more than $150 millionby 1976.

The Teacher Corps was es-tablished in 1965 by Congressto improve the educationalopportunities for, poor child-ren and to encourage collegesand universities to improvetheir programs of teacherprepara tion.

Based on CompetencyThe new approach is "com-

petency-based education." Ac-cording to a recent TeacherCorps memo, under this newapproach teachers will onlybe certified if they have "ac-quired and demonstrated com-petency in a wide spectrum ofteaching methods and skillswhich are known to reaChchildren." Passing requiredcourses would no longer bethe only prerequisite for gain-ing certification.

Graham charges the tradi-

tional way in which most uni- within universities, especiallyversities prepare teachers 'Is mathematicians and histori-not meeting today's educe- ans, are becoming involved intional needs. particulariy the proposed teachingthose of poor children." changes.

Graham feels emphasis in He expects the new teachertraditional teaching methods preparation to be operativehas been heavy on theory and within five years across thelight on application, thus giv- country with two additionaling the teacher little or no ex- years needed for evaluationperience with children when studies.he or she takes over a class. The new method, Steffensen

The director feels that cam- believes, will allow greater in-petency-based education can dividualized instruction.fill the gaps traditional teach- Essential Elementsing methods have caused. Graham said two of the es-

.. Large-Scale Effort sential elements of competen-Teacher Corps grants will cy-based education are that

be used to support only 'lose students should learn at theircolleges, universities and own, pace and that theyschool districts which seek to should determine how theYdevelop programs which are should proceed.

The success or failure ofthe new teaching approachdepends on whether it pro-duces competent graduateswho actuaLly enter the profes-sion, and whether they per-form effectively, a directorwho is guiding the programconcludes.

Dr. Karl Massanari, asso-

based on the principles of theModels of Elementary Teach-er Education developed in thelast two years by leading uni-versities under special grants.One of the models was devel-oped at Syracuse University.

Competency-based educationis the first large scale plan-rung effort in teacher educe- ciate director of the Americantion, according to Dr. James Association of Colleges forSteffensen, acting chief of or- Teacher EdUcation, said be-

ganization and adniinistration cause of this "pressure isstudies of the National Center being brought upon the col-for Educational Research and leges and universities toDevelopment (NCERD). guard the quality of graduates

Steffensen says departments turned out':

_

Responsibilities

The new teaching system,in addition to the standardlecture and recitiation peri-ods, is expected to give thestudent a means of continuousdevelopment, with learning agradual or rapid process, de-pending on the individual.

One of the new trends is tohave the student use his timedifferently, not spending themajority of his time in theclaSsroom.

A report by Dr. Wilford We-ber, assistant professor of ed-ucation at Syracuse Universi-ty, says that "programs call.for early awareness experi-ences, tutoring, microteacIi-ing, small group responsibili-ties, and total class responsi-bilities throughout the profes-sional education of the stu-dent"

No set teaching system forcornpletency-based educationhas been established, his re-port concludes,- because eachuniversity "will - have andmust have variations on thetheme."

Teacher Corps programsare now operating in 87 uni-versities, two state school sys-tems and over HO school dis-tricts and facilities in 35states, Puerto Rico and theDistrict of Columbia.

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SECTION III: A DEFINITION OF COMPETENCY-BASED TEACHER EDUCATION

The following is a definition of competency-based teacher educationwhich has become widely-used. It is taken from a slide-tape presentation,"Competency-Based Teacher Education: An Overview," which was developedfor Teacher Corps by Wilford A. Weber of Syracuse University. Thedefinition has been published elsewhere but the slide-tape script wasits place of origin. Exce2pts from pages 3 through 12 are presentedhere:

A competency,based teacher education program is a program in whichthe competencies to be demonstrated by the student and the criteria to beapplied in assessing the competencies of the student are made explicit,and the student is held accountable for meeting these criteria. At firstglance, this may appear a rather harsh, mechanistic approach to teachereducation yet nothing could be further from the truth for the teachercompetencies specified by those involved in the program are thoseparticular attitudes, skills, understandings, and behaviors they feelfacilitate the intellectual, social, emotional, and physical growth ofchildren.

The criteria used in assessing the competence of the student arethree-fold. First are knowledge criteriaused to gauge the student'scognitive understandings. Perofmrnace criteria are employed to assesshis teaching behaviors. Product criteria are used to assess his teachingeffectiveness; the growth of pupils he has tamght are the evidence forthis assessment.

The use of these criteria is not unique to competency-based programs.But where traditional programs give greatest weight to the teacher'sknowledge, today the trend is toward stronger emphasis of performanceand product. Clearly a personal storehouse of information doesn't alonemake an effective teacher. What is most meaningful is the teacher'sability to facilitate the learning of children.

Traditional programs and competency-based programs differ in manyways. In a traditional program, time is held constant while achievementvaries. The emphasis is on the completion of a certain number of coursesregardless of whether the student acquires mastery in all areas of study.On the other hand, in a competency-based program, achievement is heldconstant and time varies. That is, the competencies to be achieved arespecified and the student achieves those competencies at his own rateof progress. He moves as quickly as he wishes and is able.

Traditional programs place heavY emphasis on entrance requirements.Competency-based programs put greatest emphasis not on entrance requirements,but on exit requirements. Simple logic suggests that it is much more germaneto examine an individual's abilities after completion of a program, rather

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SECTION IV: THE EMERGING NATURE OF THE WESTERN WASHINGTONSTATE COLLEGE PROGRAM

This section presents a description of the program developmentprocess which characterizes the Western Washington State College project.The description provided here was abstracted from a paper prepared byRobert M. Rice, a member of the project's evaluation team.

As noted in Section I, one of the major objectives of the WesternWashington State College program was to use and test certain aspects ofthe ComField model and philosophy. These indicated that the programneeded to be: (1) field-centered, (2) competency-based, (3) systematicallymanaged, and (4) individualized. The excerpts which follow explain theposition taken by program personnel as they attempted to make thoseideas operational.

Introduction

The concept of an emerging program was a mprifestation of the WesternWashington State College Teacher Corps staff's interpretation of theComField philosophy. This is a program in which interns have considerablesay over their training and the structure of the program according totheir own experiences and values. It was a strong intuitive belief onthe part of the college staff that decisions made in this manner leadto greater assimilation and retention of what is studied, greaterdisposition to apply what is learned, and a more self-sufficientcontinuing student of the education process. may lead to aninvestment that will encourage better communications between internsand staff. This improved communication can improve the quality ofteacher education by clarifying perceptions of what it would be and canstrengthen commitment to a particular plan of teacher education. Thisgoal was largely accomplished by making interns voting members of mostpolicy making committees, by a college staff sensitive to intern needs,and by formative evaluations.

The movement to decentralize the decision making from the collegeto the individual districts is often dealt with separately by collegestaff members but is considered a broader Interpretation of the "emergingnat-,:.re" by the evaluation team. Briefly the Program was decentralizedand made more field-centered_ by giving each local district policy makingauthority for its own intern team. This was accomplished by creatinglocal Policy and Selection Committees composed of interns, communityrepresentatives, professional association representatives, cooperatingteachers, college staff, and local administrators. Such a compositionwas expected to facilitate a broader base for needs assessment and agreater commitment by the various groups in the project.

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51

Strengths of the Emerging Program Concept

1. The "emerging nature" of the program has provided interns with

an opportunity to direct their own professional training.

Interns are expected to establish their own performances byproposing objectives to the local committees.

2. The "emerging nature" of the program has provided various

groups, teachers, community persons, and professionalassociation representatives, with an opportunity to control

teacher preparation directly. In Anacortes the coordinator

was a moving force in getting interns to state their performance

goals in behavioral terms. Also the community representative

was instrumental in getting interns to visit disadvantaged

homes so they could learn dbout the target population.

3. Intern needs have often been perceived and accommodated thanwould have been the case in a traditional prcgram. The change

to the M. Ed. option is an example of this flexibility.

4. Morale among interns has been maintained at a reletively high

level. Representatives of this project were impressed by the

plethora of staff-intern conflicts reported at the National

Corps Conference in Norman, Oklahoma. This has not been the

situation in this project. It is felt that the ability to

clear the air through open discussion has maintained relatively

high morale in this project.

5. Each team has been allowed to develop its own unique program

that reflects its district's needs. The direct influence of

local groups in the governance of the teams and the independence

of each team has maintained local needs as paramount concerns.In Nt. Baker, for example, a core teaching program for seventhgrade students has been a pet hope of local elementary principals

for sometime. The Teacher Corps team will make this hope a

reality in the 1971-72 school year.

6. The teams laave had the opportunity for a firm foundation in teamcooperation as the team leader has been seen as a team member

rather than in a strictly leadership role. In one district where

the team leader saw- himself as separate from the interns there

was a morale crisis.

A. more balanced evaluation of the intern team efforts is possible

in an "emerging" program using broad decision making. For

example, in Ferndale, the interns were subjected to some

criticism by public school teachers. Efowever, the Indian

representatives balanced this criticism by pointing to the many

positive contributions to Indian education made by the interns.

Weskriesses of the Eterging Program Concept

1. An "emerging" -program is inefficient in terms of management. As

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concomitant need to respect the pUblic schools, pxiblic schoolteachers, or administrators. The college staff has not been asresponsive to local feelings on this matter as it has to internfeelings. As a result, the Marysville School District and theFerndale School District have asked their teams to leave.

6. The local committee process, while technically the major decision-making organ, can be overruled by traditional decision-makingapparatus. In Marysville a local conservative parents grouppressured the local school administration to bypass the localcommittee and deal directly with alleged intern misconduct.Ultimately this breach of procedure lead Dr. George Lamb,Director, to recommend that the project be discontinued inMarysville. The school boards in each participating districtshould invest the local committees with the power they now arepurported to have. As it is now the Teacher Corps Policy andSelection Committee delegated these powers to the local committees.

T. The "emerging" concept seerc to have been a college attempt toabide faithfully by the field-centered features of ComField ratherthan an attempt by "interested groups" to have a say in theproject. One may consider whether grass roots action is betterthan outside forces (college and Teacher Corps) establishinglocal needs and processes to solve local problems. As it is now,much of the Teacher Corps program has been outside forcesidentifying and attempting to solve local problems. Localidentification and solution of local problems might be moredesirable.

Summary

The "emerging nature" of the Western Washington State College TeacherCorps Project involves needs assesament input from interns and a broaddecision-making network involving many interested groups. The TeacherCorps has been more responsive to some local needs and morale has beenmaintained by giving all groups a voice in the program. On the otherhand, the concept is less efficient, lacks clear role definitions, andlacks clear performance criteria.

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SECTION V: PROGRAM PRIORITIES AS VIEWED IN THE WESTERNWASHINGTON STATE COLLRGE PROGRAM

This section reports the results of a survey which was conducted byDr. Burton L. Grover, Program Development Specialist for the WesternWashington State College program. Faced with an apparent lack ofagreement concerning the goals of the program on the part of thoseinvolved in the Teacher Corps program, Dr. Grover set out to determinethe nature an:: extent of that disagreement. The following is anabstract of the September 1971 report of his study.

Introduction

The Fifth Cycle Teacher Corps progrem at Western Washington StateCollege started out complex, and it seemed to become more complex astime went on. By the eighth month this complexity seemed overwhelming.Part of this complexity stemmed from the fact that many people of manydifferent involved groups had different expectations and aspirationsfor the program. The national Teacher Corps office provided somedirections, the local College provided others, the staff of the nrogramadded some more, interns with encouragement had generated their ownset of expectations, and the program had contact with several personsin and around the local schools with their priorities. No one seemedto be able to tpilk about the program in such a way that all differentgoals and facets wt...e kert in perspective. Discussions of issues invarious groups, ranging from the interns to the Education GraduateCommittee, seemed to illustrate the seven blind men and the elephant.

For instance, the national office had in the past stronglyemphasized collimunity action, and this past year had increased itsemphasis on competencybased education and systematic management. Bythe end of the year they were emnhasizing portal schools and trainingcomplexes. Institutional change seemed to be strong as far as theInterns were concerned, while the college staff had. been pushing aconcept of an "emerging" nrogram and field-centered control.

Program complexity was accompanied by considerable turbulenceduring the first year. There were instances of unclarity and confusioli,the eventual termination of Teacher Corps in two out of the four schooldistricts, and anguished staff discussions about which goals were notbeing met. At about the eighth month both the turbulence and thecomplexity seemed relatee. to the fact that different groups emphasizeddifferent program goals. There just seemed to be too many goals toexplain, much less attain, and good feelings among groups were notpromoted by unstated, unmet, and not-agreed-upon goals.

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eetttle reason of the complexity of program goals, limited resourcesm

. theta, and suspicion that priorities sUbstantially varied amongype pro,-ukio muu groups, it was decided to survey persons locally abouttV'e icibtksala in regard to what goals were of greatest importance to them.

to find out who emphasized what program Objectives most°Irongl,:455y%agreq 50- on what points there was the greatest agreement or

6't th_ekept concerning importance. In other words, the job was to map

01.2,th briorities of the program as viewed by all locally associated4-Le program.

oced

anInetrioentation.An 18-item questionnaire was devised and revised

0ted c0. Dair basis. Each of the items represented a program goal

Oa oae Place by one body or another.

r.te:11t41. items overlapped and fell into clusters according to theirbat each item had a unique facet. For instance, one item

c0-lateer:__ emPhasizing good education for Indian children while anothery .r".111 coasiderably more specific, by stating reduction of the dropout

Ochildren In schools as a goal, the latter being a stated

0J. one of the school districts. (There was also a general toopwie4- variation between other items, such as one which covered theetttirig of a national model for teacher-education while another had1°do

to 1tb field testing training modules of the national model.)cord3

11f to intended content, there were five overlapping clusters ofemS th three additional covering isolated matters: (1) Four items

5)1.13jcat

eq etaldren in the scllools and their educatica a priority,(2/ °ill' -terR had something r.o do with teacher training programN

%-)J-

elom. Ient both local and national significance, (3) three items

c/ed to44Da vridp th the affecting of schools and the communities in whicnP s3tIssill5 were located, (4) three itpwS act.d to do with the actualern

wbo 'were in the program, and (5) four had something to do withco:It7,07acerns regarding teacher training programs. Isolated items4-ee .orZ4-th giving assistance to teachers, recruitment of talent into.0.,,,e__Nsaion_ -.dad the emerging nature of the Western Washington Stateco-L-L 6e tz_acher Corps program. Some items were related to more than one

thezclasters, with each item giving some unique twist that attemptedrepl

eept the feelings an C. statements of Some person or groupocieted with. the program at some time.

eT!1.1 problm posed to the respondent by the questionnaire was thatlimited resources with which to carry out the program and that

otilaall

could be expected to 17! fully realized, given the resourcesahltota'sal/ Consequently, the respondent was asked to indicate which609-i7t:Leerved. the highest priority, namely, the most resources committed

the 1/hictl. goals are of second order of priority, and so forth, downthatlf°t levelthe respondent was asked to list them on five levels

yootrit, there vas a five point scale for -;:he questionnaire. Ac'r a respondent's respon.;es was forced in the sense that a

'44L a minimum number of items were requested to be placed in any

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one priorit Y level. Respondents were asked to place one tisree.30in the te)p and the bottom priorities, two to five in the lAzIt "")and next to bottom, and four to nine goals in the middle ;;'Iseror not this rorced variation that was not there is not klorn on t-ebasis of allaY of the results; this investigator believed tht 511c1.1 .

variation i ntuitively was real and not artificial. If thizfeeling is wong, at least a consolation is that we on th sto,ff

to make choices so why shouldn't the respondents.

There as no avoiding the likely possibility that the vofdingvarious itemz affected the responses for reasons other thA4intended goal that the items supposedly represented. LlIztts.0,ons

prevented checking out and correcting this likelihood bYmeans (and this was part of the reason for havizig some c114;efs 0J-

overlapping items).. Listed below are abbreviated labels tin. 634N4tevencerepresented by the items. The listing is In order of the

items given on one form of the questionnaire.

1. Scho ol-community relationships,

2. Teacher training for disadvantaged chi1dren-

3. Indian c:Aldren dropout reduction.

4. Field-centered ma.ster's program.

5. Systematic management.

6. Diszldvantaged children (all).

7. D=Isadvantaged childrez. (Indian).

8. Intern training.

9. Implementing competency-based national trainiag qz)de]-*

10. Broad participation 1.n. teacher training.

11. Field-testinc; teacher training modules.

12. Defining master's level teaching com9etencies-

13. Individualization of teacher training.

14. Helping teachers do their job.

15. The °emerging" program concept.

16. Recruitment of talent into the profession.

17. Institutional change in schools.

18. Institutional change in college teacher train5-na.

There were two forms of the questionnaire which aifN onlY c)qthe sequence of items and on the color of the oaper on whIclii tnequestionnaire was Printed.

Population and Sampling. An attempt was made to get e200nsess.0720.

ii persons -who were associated-with the prograM locallY- 145,petY-fI..4

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persons responded. The,e included five persons of the Graduate Committeeof the Department of Education, all four of the College staff membersassociated with Teacher Corps, and seven out of twelve persons sampledrandomly from the Department of Education faculty (some departmentalmembers did not respond claiming complete ignorance of the program).

Two of the four school superintendents associated with the programresponded, as did all four coordinators and three of the team leaders.All interns in the program responded; (we were able to get them as acaptive audience).

In order to get a reflection of different teachers' opinions andyet be able to keep some track of those who were most closely associatedwith the program, respoes were secured both from "cooperating teachers"whci-Worked more closely with interns, as well as from other teachers inthe same buildings. Sampling and getting responses from these "othorteachers" was not easy, but we nevertheless obtained 15 of these responses--four from Ferndale, five from Marysville, one from Anacortes, and fivefrom Mt. Baker. Fourteen cooperating teachers responded: four fromFerndale, four from Marysville, four from Mt. Baker, and two fromAnacortes. In addition, three professional association representativesresponded.

Interns and teachers indicated the school districts from which theycame, but not their names. Other categories, such as coordinators, teamleaders, professional association representatives, were not asked fortheir school districts as this would identify them by name.

Rounding out the total of 95 respondents were six building principals,five community representatives, and the Graduate Dean.

Perhaps the most unfortunate limitation of the sampling was the lownumber of community representatives that were asked to respond, but itwas not feasible to obtain more. It would have been good to have largerrepresentation both of Indian and of white community representatives.The Graduate Dean represented a 100% sampling of that particularpopulation. Because of the low numbers of some of the categories,particularly community representatives, inferences and conclusions aboutseparate individual groups are rather chancy.

Timing. The first persons to complete the questionnaire were teamleaders, college staff, and interns in March. Other responses wereobtained during March and April with a few coming in as late as May ofthe first year of the program.

Analysis. The data analysis was basically descriptive followingsome preliminary attempts to assess possibly statistically significanttrends in the data associated with various groupings of respondents anditem order. The basic analysis involved rehashing of the data, all thetime hoping that descriptions and interpretations were of something

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other than random variation (statistical "error"). Various at;peots ofthe data were examined. First of all, the average response to each itemwas examined to find which things over all were accorded greatest value.This was done using individual responses (N = 95) and also using theaverage of group averages (since there were unequal nuMbers ofrespondents in each of the groups, the two would not necessarily be thesame). The grouping of respondents was somewhat arbitrary, andconsequently two different ways of grouping respondents were used. Oneway broke down the respondents into 19 groups. This grouping, reflectedin Table II, included four intern groups (one for each school -7trict),three groups of cooperating teachers, and three groups of oth eachers(broken down by school district, but two school districts were combinedbecause of the amall number of respondents from each). The ranking ofthe items according to means by individuals or by group means wascompared; differences in rankings would indicate where a group ofpersons who had a large number, such as the interns, would influencethe average of individual responses more than where that group wasgiven equal weight with smaller groups--particularly in the second wayof grouping respondents which had six groups: one for College people,one for school teachers who were cooperating, one for other teachers,one for school administrators, one for the small nutber of communityrepresentatives, and one for irterns.

In order to find which goals were more controversial, the variationof the responses to each item was-examined. The variance of responsesto each item was computed three times using individual responses, usingthe means of the first way of grouping (19 groups), and the means ofthe second way of grouping (6 groups). Those items which had a largervariance indicated goals about which there was greater disagreement onimportancepossibly an indicator of potential sources of controversy.

Variance of indvidUa1 responses would, within limits ofstatistical error, bring about variance of group mean responses toitems. However, iu some cases the ranking of an item according tovariance could be greater when mean variance was considered comparedto individual reSponse variance. If this difference were marked--more than expected by chance fluctuation--it would suggest that theitem divided groups rather than individualsand t.hat the goal couldbe a source of conflict between groups such as interns vs. tf7!achersor college vs. school administrators.

Time and available computer program limitations prevented exacttests of significance regarding either for between group differencesfor 5ndividual items or for equality of variances of indivddual items.Consequently, it was never certain when interpretations wel4e beingmade of what waS essentially random fluctuations. However, an analysisof variance with a between group factor and a within person measure(items) was computed to get some idea of significance of between-groupdifferences (through the group X item interaction effect). Thisanalysis still left some ambiguity, unfortunately, because therequirement of equal numbers in groups caused some loss of data andarbitrary groupings and because an exact critical significance level

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was no known--and the analysis was designed to yield a statement ofsignificant interaction overall, not for individual items.

Despite the difficulties of making exact sta:Astical statementsabout the probability of real differences, dropping back to an eyeball,descriptive level gave an intuitive confidence that differences betweengroups and item variances were from something other than chance.

Another analysis was run to see if item order (between two formsof the instrument) contributed to the item and group differences. Hereagain the exact critical F was unknown and responses had to be estimatedor dropped to perform the analysis, so the result was ambiguous otherthan,suggesting that item order at best was a minor contribution to thepattern of results.

Finally some of the individual groups of respondents were examinedto see where they lay in comparison with other group; on particularitems--; and to see if some groups had more extreme types of responsesand on what items they had extreme types of responses. An item by itemdiagram mapping out the mean responses of the various groups (consideringthe six larger groups) illustrated where groups varied as well asdifferences of means and variances of separate items.

Results

Relative Importance of Various Goals. The-goals fell into fourclusters when the averages of 19 groups were considered; the pattern wasgenerally the same when the averages of individuals were considered, butthe clustering was not as apparent for the lower-ranked goals; theaverages of the six larger groups were not notably discrepant from theothers.

The top cluster, namely the highest-ranked goals-priorities, werethree: school-community relationships, better education for alldisadvantaged children, and high quality teacher training for internsin the program (this item was intended to separate out training forinterns in program from program development for future interns).

The second cluster, those goals given moderately high priority,included five items: broad participation and control of the program,individualized and "personalized" teacher training, teacher trainingfor disadvantaged children, changing College ways of training teachers,and Indian dropout rate reduction (which had had a slightly lowerrating when individual responses were considered).

The third cluster of items indicated middle and low middlepriority: helping Indian children (this perhaps was given lowerpriority because some of the school districts did not have Indianchildren enrolled), changing school educational practices("institutional change"), and recruiting talented persons into theprofession.

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GO

The lowest-ranked cluster of items included seven items for whichaverage responses ranged from 1.3 to 1.7. These included items havingto do with systematic management, implementing a competency-basednational model of training, the emerging program concept, definingmaster's competencies, helping teachers, field-testing training mothaes,and implementing a field centered master's program. When looking atindividual responses, these items did not cluster as neatly and werespread out nol-e, ranging from 1.2 fora.field-centered master's programto 1.86 for the emerging program concept. However, within this rangethe same items were included. The three lowest using either rankingwere field-centered master's program, field-testing modules, and helpingteachers to do their job.

Disagreement About Priorities. The indicator for disagreement ongoals in this study was the variation of responses to individual items.Higher variances (or standard deviations) suggest higher disagreement.Variances for each item were estimated three times using individualresponses, using group mean responses for the 19-way grouping, andusing the group means for the six-way grouping.

1

Items were arranged according to ascending order of variance forindividual responses and for each of the group mean responses. Therefore,a particular response had a high variance for individual responses buta somewhat lower variance for group mean responses; this would indicatethe disagreement was relatively evenly distributed among all groups andtended to reflect more person vs. person differences in values. On theother hand, an item which ranked higher on group mean variance thz:Ln onindividual response variance suggested that the disagreement was morebetween groups, such as interns versus school administrators, thanbetween individuals within groups.

On all three rankings, the item which had to do with the idea thatTeacher Corps could be used to change schools had the highest variance(a result which corresponds with intuitive impressions gained duringthe second half of the first year of the program). This item was in agroup by itself as far as clustering of items according to variances.Interns (except for Mt. Baker), college staff, team leaders, andprincipals rated this item high. Other groups' averages rangeddawnward. Both cooperating and other teachers gave this goal moderatepriority with the sharp exception of Marysville teachers who rated itquite low.

Looking at individual responses, the remaining items fell intofour clusters. Two iteno had a fairly high response variance: theemerging program concept and recruiting talented people into theprofession. Next came a cluster of six items which included helpingteachers, changing college practices, systematic management, field-centered master's program, testing out a competency-based nationalmodel, and Indian children. Dropping down, a cluster of five itemshad low middle individual response variance: broad participation ina program, teacher training for the disadvantaged children,

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61_

field-testing modules, individualized teacher training, and definingmaster's competencies. The last items, those having the lowest varianceand presumably the greatest agreement about priorities, were those havingto do with Indian dropout reduction, providing good teacher training forinterns, involving school and community, and helping disadvantagedchildren. It should be remembered that high or low rankings here do notmean high or low importance accorded to the particular item; a highranking means that there is a lot of disagreement about the program, alow ranking means that everyone was pretty well agreed on whateverimportance wus accorded to this particular goal.

Looking at the ranking of variances according to group meanresponses when the first (19 way) grouping was used, three discrepanciesof four or more places from the individual response variance were noted.Group mean variance for the item of changing college training procedureswas less variant suggesting this was more a thing that individualsdisagreed upon than groups. Training for the disadvantaged andindividualized-personalized training elicited more variant responsesamong groups than among individuals within groups.

When the means of the six larger sUbgroups were considered, fouritems had response variation notably different from the other (individualand 19 group) ways of computing variance, Recruiting talent into theprofession and systematic management were less variant; implementing anational training model and individualizing-personalizing teacher trainingwere more variant. For these goals, combining mnaller groups into largerones obscured group differences for the first two and accentuated groupdifferences for the latter two. Other differences in ranking were lessnoticeable and more likely attributable to chance.

Group Differences. Perhaps one of the more revealing ways ofexamining the data is to look at each group and see where its moreextreme responses (either high or low assignment of priorities) comparewith the 6ther groups. The results for the six-way grouping (which,again, do not include all respondents) are presented in Table IV. Thisparticular table or graph presents each item, the range of group meansfor each item, and how the groups compare on each item.

In studying this Table, it must be kept in mind that the variationof mean responses will be greater for those groups that have smallernunbers because of the central tendency principle. A group such ascommunity representatives which has only five persons can be expectedto have its mean responses vary more and more easily be extreme than alarger group, such as interns which included 26 respondents. If forany particular item the interns are most extreme, it is even moreextreme than one might suspect because it is harder to find 26 persons'agreeing among themselves than smaller-sized groups. What follows isa group by group description.

1. College (sample of faculty and Education Graduate Committeecombined): This group gave the highest priority of tha otherfive groups to systematic management (whatever happened to the

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woolly-headed, ivory towered image--or are they justcompensating?). They gave the lowest response of all the groupsto helping Indian children (although they were not the lowestas far as helping all disadvantaged children in all districts).

2 School Administrators (superintendents, coordinators, andprincipals): This combined group of school administratorsincluded two school superintendents, four coordinators, ,and sixprincipals. This group assigned the highest priority of allother groups to four items. These were the items having toao with (curiously enough) testing out a national model forcompetency-based teacher training, having broad participationin the program, field-testing modules, and changing Collegetraining. They gave the lowest response of all the groups toIndian dropout reduction and recruitment of talent into theprofession. In addition they tended to be low on the itemshaving to do with helping teachers and the emerging programconcept. On one of the items for which they scored the highestscore, that having to do with broad participation, they werevery close to three of the other groups. The administratorswere second highest on the controversial changing schonls item;this was because of the responses of the principals, not of thesuperintendents and coordinators.

3. Interns: From the size of this group, N = 26, one might expectthat they would have very few extreme responses compared withthe other groups to any of the items. However, some familiaritywith the interns would laad one not to be surprised about thefact that their average was extreme on eight goals, despitetheir numbers. The interns scored highest on items having todo with Indian dropout reduction, helping all disadvantagedchildren, defining master's competencies (which contrastedwith their low responses given to implementing a field-centeredmaster's program and field-testing training modules), theemerging program concept, and, importantly, changing schools.The interns, of all the other groups, gave the lowest responsesto systematic management, field-testing vodules, and helpingteachers.

4. Cooperating Teachers: The group of fourteen cooperatingteachers scored the highest of all groups in response todeveloping an individualized-personalized teacher trainingprogram. They scored lowest of the groups on helping alldisadvantaged children (all of the groups' responses were highand close to each other on this item), training for thoseinterns in the program, and implementing a national model fortraining (another group, the community representatives, wereclose to the cooperating teachers on the low response and forthis item).

5. Other Teachers: There were fifteen teachers who did notcooperate directly with interns but were sampled from the

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and the emerging program concept. These things apparently did notexcite the respondents as much as what probably would be the moreobvious objectives of the program. The national office has spent sometime in setting up meetings to get across the priorities of elementarytraining models and competency-based education. Whatever effect thesemeetings have had on those attending, this enthusiasm has not been passedon to others locally associated with the program. This is so eitherbecause these objectives have not been explained clearly and consistentlyenough so that persons in the field grasp their dimensions, or becausethere has not been any latent enthusiasm for these types of ideas. Onthe local level the emerging program concept goal also appeared eitherto have not been explained well enough or have failed to elicit enthusiasmbecause it was associated with being unplanned and haphazard.

Those objectives which seemed to be more explicit in the originalCongressional legislation, those having to do with disadvantaged children,intern training, and perhaps change in school practices for thedisadvantaged, fared better than those strictly associated with thenational office.. One might speculate that Congressional actions morethan exectitive interpretations reflected popular grass-roots feelings;(this is going a bit beyond the data). At any rate, this gives somecredence to disgruntled comments by persons in other Teacher Corpsprograms to the effect that the goals of the Teacher Corps office tent.iedto reflect which book Dick Graham had last read. It should also beconsidered that everyone can support "motherhood" objectives of helpingkids and making better teachers, but it is harder to sell esoteric means(like systematic management or "national models") of accomplishing theultimate objectives.

High response variance could reflect at least two possible things:(1) that an item was controversial, or (2) that an item reflected a goalthat was not familiar or understood and responses varied quite a bit atrandom; in other words, an item's variance may or may not reflect anemotional charge associated :1-ith the goal. Nevertheless, items withhigh variance had the potential of being an emotionally cha-r-g,..td issueon which persons would tend disagree. It was not surprising, then,to find institutional change in schools as the most variant item, norin light of the problems of the second half of the first year was itsurprising to find that the interns as a group bought this hook, line,and sinker, and that they probably view themselves much more as changeagents than persons who had been in sch()ols for some time. What wassurprising was that school administrators also viewed the program asbeing a change agent type of a thing, and one might possibly guess thatthe presence of the Teacher Corps in a schc:,o1 system could have uncovereda conflict between administrators and teachers about how fast certainthings should be changed and who should do the changing. If this wereso, the presence of the Teacher Corps interns would have complicated apossibly otherwise muted conflict and made it difficult to deal with.To this investigator's knowledge, this possibility was not discussedduring the year and is admittedly quite a speculation. However, it isa fact that interns, Teacher Corps staff, and administrators gaveinstitutional change high priority, while the College and cooperatingteachers gave it only middle priority, and other teachers were decidedly

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less than enthusiastic about the idea. What was notable was that thesmall group of community representatives decidedly did not view theTeacher Corps program as a change agent. They gave this item the lowestpriority of any item by any group when six groups were considered.

Other relatively controversial items included helping teachers,viewed as moderately high Importance by other teachers and by communityrepresentatives (consistent with their low regard for change in theschools) and low priority by interns, administrators, and the TeacherCorps College staff, all of whom rated it a flat 0. Individualizationof teacher training had a somewhat wide variance because of a lowresponse given it by community representatives. Testing out anational model for teacher training had a wider variation than average,mostly because of the rating by administrators; they gave this item ahigher rating than all other groups including College faculty. One canonly yonder the reasons for this, if it is anything other than accidentalvariation; it appeared as if the college is not quite so sold on theidea that models are needed to change their programs as much asadministrators in the field. Also, the school administrators wereconsiderably different than their teachers on this goal. Maybe it hassomething to do with understanding the concept of a "model."

The goal of using the program as a means to train personsparticularly for teaching disadvantaged had moderately high priorityfrom four of the six groups, but non-cooperative teachers rated itquite a bit lower and community representatives rated it quite a bithigher. Although community representatives on other items did not seethe program as changing schools, apparently they saw a need for specifictraining in this area, and it may reflect a latent dissatisfaction withone facet of how the school is doing its job which is not shared bythose teachers not directly working with the program. Is there a needfor special training for teachers of the disadvantaged? Some teachersdisn't think there was much; the five community representatives did.

Those things that reflected a middle degree of variation ofresponses included most of the things emanating from the national officeand some of the original aspirations of the local College persons whoworked on the proposal, namely systematic management, the nationalmodel for teacher training, field-centered master's program, as wellas changing of College and helping teachers. This may have reflectedvarying degrees of understanding and acceptance of aspirationsemanating from above.

The emerging program concept also was controversial, having thesecond largest variance of all items according to individual responses.There was relatively general agreement on the value of reducing theIndian dropout rate (moderate plciority), having good training forinterns, involving the school and community, and especially, helpingdisadvantaged childr=m for which everyone rated high. (Who would everadmit hating poor kids, even to himself?)

When the interns were divided by various school systems theytended to disagree a bit on some items. Anacortes interns thought

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more highly of systematic management; Marysville and Ferndale gave higherratings to helping all disadvantaged children; Anacortes, underetancla.bly,was lower on helping Indian children; Ferndale was lower on broadparticipation--understandably since the broad participation did them in.Anacortes and Mt. Baker were much higher in defining master's levelcompetencies. Marysville was higher on the emerging program concept.Mt. Baker was much lower on changing schools and Anacortes lower onchanging colleges. While all intern teams could agree on some goals,there vire between-team variations on others.

It is hardly possible to sum up all patterns in the data in oneconclusion. Nor is it certain that the results, even if studied closely,can provide clear direction about the operation of the program. However,knowledge of some of the trends, such as controversy over institutionalchange, teacher-administrator differences, and low valuation accordedcertain pet goals, could conceivably serve as a guide away from somepitfalls and toward actions which gain strong support.

SECTION VI. EXAMPLES OF INSTRUCTIONAL MODULES

This section presents examples of modules from each of the sevenfifth-cycle Teacher Corps programs involved in the project. As you willsee, although they vary in format from program to program, they do containa number of common characteristics. An excerpt from the most recentedition of the Teacher Corps Guidelines is presented so as to clarifythe position held by Teacher Corps relevant to the characteristics ofinstructional mrdules. This is followed by examples of instructionalmodules from eF)ch of the seven programs.

Teacher Corps Guidelines and Instructional-Modules

The following is an excerpt from pages 24 and 25 of the October 1970draft of the Teacher Corps Guidelines which describes the characteristicsof the instructional module as:

1. An objective or set of objectives which specifies thecompetencies to be demonstrated by the student.

2. A pre-test designed to test the student's level ofmastery relevant to the objective or objectivesspecified; if the student demonstrates that he hasmastered the competencies identified, he receivescredit and has the option of moving on to fmothertask.

3. A series of instructional activities are designed tohelp a student meet the stated objective. Thesealternative routes to learning should allow forvarious learning styles. Many of the activitiesmay be media-assisted. The student may also befree to negotiate other alternative learningexperiences.

4. A student may proceed through a module at his own paceand may continue practice or study until he has reachedan acceptable level of mastery.

5. A post-test is designed to test the student's level ofmastery of the stated objective or objectives.

6. Recycling is possible for the_student who does notreachcriterion on the post-test.

7. The feedback of students: and the continual eValuation-of an instructiOnal Module meils: that it:ie continuSllybeing reexsmined:or redesigned to be more relevsnt tothe student.

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8. An eighth desirable feeture of a module, not called for inall models, is a reference to research data whichestablishes correlations between the objective of themodule and the learning of children.

Student competency may be judged on the basis of three kinds of criteria:knowledge, teacher behavior or performance, and product (children'slearning). Competency-based programs should move towards behavioralcriteria and product criteria in verifying teaching ability..

A module may be designed to take from two hours to two months ofstudent time. However, it is usually of sufficient scope to encompassa meaningful learning experience and may be comprised of subsets oflearning activities.

A provisional description of module format, a system for sequenceand interrelationship of modules, and an explanation of the managementand support systems for the modular program should be presented in theproposal.

Jackson State College,

The instructional modules which are described here were developedfor the Teacher Corps program at Jackson State College. The moduleexamples presented are modules in the teaching of reading. The readingmodule descriptions are preceded by a description of the curriculuminterns experienced in the Jackson State College program.

Specifications Developed for Interns. The following is a descriptionof the curriculum developed for interns:

Component I: Instructional Organization

Module: Education 506: Art and Music in Childhood Education.

Module: Education 551: Recent Methods and Materials for Reading.

Module: Education 557: Problems and Issues in Social Science.

Module: Education 563: Problems and Issues in Science.

Module: Education 564: Current Trends in Mathematics.

Component II: Educational Technology

Although no courses are assigned to this context the interns willreceive training in Educational Technology within the twelve hours ofcredit they will receive for internship. This training will take placeon the campus and in the schools. When the regular courses on campusbagin their transition to this type of instruct3on then modules will bedeveloped which will fail within this context.

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Component III: Contemporary LearningTeaching Process

Module: Education 503:

Module: Education 504:Education.

Module:

Component IV:

Module:

Module:

Module:

Module:

Education

Societal

Education

Education

Education

Education

Component V: Research

Module:

Module:

Module:

Seminar in Child Development.

Methods ana Materials in Early Childhood

568: Seminar in

Factors

Elementary Currictilum.

501: The Family in Cross Cultural Perspectives.

505: Seminar in the Education of the Disadvantaged.

511: Philosophy of Education.

514: History of Education.

Education 515:

Education 531:

EducatiOn 540:

Methods of Educational Research.

Elementary Statistics.

Psychological Testing.

Module Examples. The following are examples of instructional modulestaken from the Jackson State College program. All of the examples hereare taken from the area of reading--Module: Education 551: Recent Methodsand Materials for Reading--from the Instructional Organization Component.

Number: 551-001

Context: INSTRUCTIONAL ORGANIZATION

Major Subject Area: Readi

Topics: Nature of Reading, Essential Elements of Reading, ReadingReadiness, and the Development of Reading Readiness.

Target Population: Interns and team leaders.

Behavioral Objectives: Four.

1. The student will writereading which reflectsfactors in the reading

a description of the nature ofthe role of-the followingprocess.:

a. What happens in reading?b. Symbolic behavior.

71_

c. Eye movement.d. Visual shapes, sounds, and meanings.

2. The student will develop a description of the elementsessential to growth in rea_ang which includes thefollowing facets:

a. Physical health.b. Mental health.c. Sight and hearing.d. Intelligence.e. Background experiences.f. Knowledge of language.g. Interest in reading.h. Reading skills.

3. The student will demonstrate a knowledge of reading readinesswhich takes into account the role played by each of thefollawing:

a. Mental age.(1) Standardized tests of mental ability.(2) Subjective data on mental ability.

b. Physical fitness.(1) Vision.(2) Hearing.

c. Social and emotional development.d. Educational factors.

(1) Reading readiness tests.(2) Informal evaluation.

e. General guidelines.

4 The student will display an understanding of the developmentof readiness for reading by giving the importance of each ofthe following aspects:

a. Emotional and social security.b. Educational readiness.

(1) Enriching experiences.(2) Stimulating growth in language abilities.(3) Developing speech.(4) Improving listening.(5) Improving the speaking and understanding vocabulary.(6) Developing a reading vocabulary.(7) Learning to write.(8) .Developing auditory and visual discrimination.(9) Improving the ability to remember.

(10) Stimulating growth in critical thinking.(1I) Increasing skill in handling books.(12) Orienting to left-to-right and top-to-bottom sequence.(13) Developing and maintaining interest in reading.(14) Using the experience chart (prereading).

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Treatment: Assigned readings, discussion, lecture,

Materials; Almy, Millie C.Children's Eaperienoes Prior to FirstGrade and Success in Beginning Reading.

Betts, Emmett A., Foundations'of Reading.Instruction.DeBoer, John J. and Martha Dallman, The Teaching of

Reading..Harris, Albert J. Effective Teaching of Reading.Russell, David H. Children Learn to Read.Smith, Henry P. and Emerald V. Dechant, Psychology in

Teaching Reading.

Evaluation: A pencil and paper test will be administered to determinethe student's mastery of the objectives.

Nunber: 551-002

Context: INSTRUOTIONAL ORGANIZATION

Major Subject Area: Reading

Topic: Word Recognition.


Behavioral Objectives: Two.

1. The student will give, in written form, five major skillswhich are necessary for the development of independence inword recognition and fully explain the role played by eachskill.

2. The student will be able to give specific suggestions forclassroom practices in the following phases of the developmentof skill in word recognition:

a. Teaching words as sight words.b. Developing word recognition through context clues.c. Developing word recognition through phonic analysis.d. Developing word recognition through structural analysis.e. Picture dictionaries.f. Workbooks as an aid to word recogniGion.g. Games and word recognition.

Treatment: Readings, class discussion.

Materials: Betts, Emmett A., Foundations of Reading Instruction.Bond, Guy L., and hva Bond Wagner, the Child

to Read.DeBoer, John and Martha Dallman,'The.Teaching of Reading.

Gates, Arthur I. "Vocabulary Control in Basal ReadingMaterial," The Reading Teacher, 14:80-85.

Gray, William S., On Their OWn'in'ReadinF.Monroe, Growl.% Into Reading.Russell, David H.,'Handbook of Research on Reading.Smith, Henry P., and Enerald W. Dechant, Psychology of

Teaching ReadinF.

Evaluation: A paper and pencil test will be:given to demonstrate thestudent's mastery of the objectives.

Number: 551-003


Major Subject Area: Reading.

Topic: Comprehension.


Behavioral Objectives: Three.

1. The student will display a knowledge of the folloving factorsof comprehension:

a. Interrelations of comprehension skills.b. Causes of aifficulties in comprehension.c. Comprehension skills.d. Problems of comprehension in the content subject."=. General procedures.

2. The student will give wmys to use each of the following methodsfor aiding in the development of comprehension in reading.

a. Finding the main idea.b. Reading to answer questions.c. Making summaries and organizing material.d. Arriving at generalizations and coming to conclusions.e. Following directions.f. Predicting outcomes.g. Evaluating what is read.h. Reading graphical material.i. Getting the meaning of phrasesj. Comprehending sentences.K. Comprehending paragraphs.

3. The student will give steps which might be used in the developmentof comprehension skills through a second grade reading lesson.

Treatment: Assigned readings and discussion.

Materials: Bond, Guy L.s and Niles A. Tinkers Reading Difficulties,Their Diagnosis and Correction.

DeBoer, John J., and Martha Dallman, The Teaching ofReading.

Durrell, Donald D., Improving Reading Instruction.Russell, David H., Children Learn to Read.Smith, Henry P. and Emerald V. Dechant, Psychology in

Teaching Reading.

Evaluation: A pencil and paper test. will be used to determine thestudent's mastery of the objectives.

Nuniber: 551-004



Topics: Reading Tests Used in Target Schools.



The student will, through oral discussion, demonstrate aknowledge of the reading sections of the Metropolitan ReadingAchievement Test (which is used in the target schools) as tothe following:

1. How the reading test is administered.

2. Interpretation of test scores for evaluation ofstudents.

3. How this evaluation can be used to help place thechild.

Treatment: Team leaders will work with interns on the field inorder to fqmiliarize them with the reading sectionsof the Metropolitan Test. The interns will form acommittee for each grade level. Eadh intern willparticipate in one committee presentation.

Materialst Metro olitan Readiag:AchieVenientTeats and accompanyingmanual arid directions

Number: 551-005


Major Subject Area: Reading

Topic: Development and Correct Use of an Informal Reading Inventory.



1. The student will be able to administer the.informal readinginventory and evaluate the results.

2. The student will construct an informal reading inventory usingreading materials found in the target schools. The inventorywill follow the form of the W. S. Gray Inventory which is givenas an example.

3. The student will administer the informal reading inventory whichhe has developed to five children in the target schools andevaluate the results.

Treatment: The student will read two handouts: Informal ReadingInventory Procedure and Informal Reading Inventory.Individual counseling sessions will be held with theteam leaders in charge.

Evaluation: Team leaders will evaluate the student's performancein the field. The student's informal reading inventorywill be evaluated by the team leader and the instructor.The seventh week of the quarter will be utilized forthis purpose and those in the following specifications.The field work will be performed in lieu of attendingclass on the campus.

Number: 551-006



Topics: Operation of the Hoffman Reading Machine and Its Use withChildren in Target Schools.


Behavioral Objectives: Two.

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76

1. The student will operate correctly the Hoffman ReadingMachine.

The student will use the Hoffman Reading Machine withthose students previously tested by the informal readinginventory. The material used will be selected for eachindividual on the basis of the results of he test andother data which are available.

3. The student will write a brief report of the activj.tymentioned above. This report will tnclude: the resultsof the informal reading inventory for each student, thematerial used with the Hoffman Reading Machine, and whythe material was chosen.

Treatment:

Materials:

Evaluation:

Number:

Context:

Demonstration and individual counseling by theinstructor aad team leaders.

The Hoffman.Reading Machine, the accompanying manual,results of informal reading inventory and other dataconcerning the students in the target schools.

The student's operation of the Hoffman ReadingMachine will be evaluated by his team leader.The student's report will be evaluated by theinstructor and team leader. This activity willtake place during the seventh week of the quarter.

551-007

INSTRUCTIONAL ORGANIZATION


Topics: Operation of the Language Master and the Constructionand Use of Aids with the Machine.



1. The student will operate correctly the Language Master.

2. The student will develop materials to use on the LanguageMaster. These materials are to be developed for aspecific purpose with the supervision of a team leader.

_

. The student Iai1 use the materialsin the target schools.

developed with children

Treatment: Demonstration, discussion, and individual counseling ofinterns by team leaders and instructor.

Materials: Language Master, blank cards for Langaage Master, curricularmaterials needed by individual students.

Evaluation: Interns will be evaluated on their work in the field by theteam leader who is supervising them.

Number: 551-008



Topic: Oral and Written Report.

Target Population: Interns and team leader.

Behavioral Objectives: One.

Each student will develop a topic as a combination oral andwritten report.

The student will glean material from the relevant resourcematerials in the library, including information from educationalperiodicals. The written report will follow acceptable guidelinesfor writing. The paper will be due at the beginning of the eighthweek of the quarter.

The oral presentation will show creativity, will be of interestto the class, and will be presented in conjunction with appropriateaudio-visual materials. It will be at least thirty mutes inlength. Suggested materials include the use of charts, graphs,opaque materials, overhead transparencies, posters, slides, mimeographmaterials, video ape records, and any other materials that thestudent feels will help him communicate his ideas to the class. Theoral reports must be given on the time assigned, beginning at thefirst class meeting of the eighth week of the quarter:

Reading RatesOral ReadingGifted ReadersMeeting the-Needs:of the

Child of Minority Groups,Migratory Workers,:andCulturally Deprived

Initial TeaChing AlphabetChildren1S LiteratUreBulletin Boarda, Flannel Boards,

and Chalkboard

Informational ReadingRemedial ReadingChildren's Reading InterestsReading Through Experience

ChartsTypes and Methods of GroupingBasal Text ApproachIndividualized ApproachWords in ColorWorking with the Handicapped

Tachistoscope, the Skimmerand others

Practices for Fourth, Fifthand Sixth Grades

Corrective ReadingSpecific Reading DifficultiesUse of Contextual Clues

Treatment:

Materials:

Evaluation:

Individual planning with the

Films, Filmstrips, andPictures

Grading in ReadingPractices for KindergartenPractices for First GradePractices for Second and

Third GradesDevelopmental Reading

student.

The materials will vary according to individual choiceand need.

The student will be evaluated as to certain criteria.The student will be made aware of the criteria priorto presenting his report.

Oakland University

The following vas developed by George F. Feeman, Professor ofMathematics at Oakland Unive2-:sity for the Teacher Corps program atOakland University. The portioa presented here is Unit II: Classificationand Sets taken from An Overview of the Mathematics Curriculum from Grade KThrough 7.

Unit II: Classification and Sets

Objectives:

The goals for this unit are to:

1. Investigate objects and classify them according to aspecial property such as color or size.

2. Classify objects by the inclusion relation. For example,the population of the world in,:21udes the population ofthe United States which includes the population ofMichigan, etc.

Order a set ofobjectS by comparison,-for example, by sizefrom largest tO smallest.

4. Describe a set of Objects by listing itS members:or byrecognizing 4 Common property possesse&byits.members

DeterMine when there is.a one-to.--one CorreSpondencebetWeen tWo sets and when this is nOt the case:..1

6. Find the intersection and the union of two sets and relatethese ideas to the words "and" and "or," respectively.

7. List the members of two given sets in ordered pairs to forma new set called the Cartesian product of tIle two sets.

In general, this unit is concerned with prenumber ideas, which in additionto their significance in mathematics, are vital to the child's growth inawareness of his physical environment and to the development of his abilityto think logically. The ideas mentioned in the first five objectives arenormally studies in Grades K and 1 with an informal approach which usesconcrete objects. The operations on sets in the last two objectives areforerunners of the arithmetic operations and are studied prior to workon those. For example, the union of two sets leads to addition, while theCartesian product is used to define multiplication. The logical connections,which are made informally, emphasize important ties between mathematics andlanguage.

Background: (See C. F. Brumfield and E. F. Kranse, Elementary. Mathematicsfor Teachers, Addison-Wesley, 1969. Chapters 1 and 2.)

In the study of almost any subject area, a classification of things in thatarea becomes a crucial notion. This involves the ability to recognize anobject and place it in a specific class or category according to some propertyit possesses. In reading, children quickly distinguish between poems andstories and soon learn to make other classifications within'those categories.In music, songs of different types are easily characterized--folk songs,nonsense songs, lullabies, and so on. In mathematics, the ability toclassify and to sort is not only crucial to a real understanding of numbersand operations on nuMbers but has lcng range consequences since manytheorems in mathematics deal with classification and hold for certainclasses of bbjects. For example, every rectangle has four square corners,the sum of the angles of any triangle is two right angles, every square isa rectangle, every rectangle is a quadrilaterial, and so on. Thus thesignificance of this step in the mental development of the child cannotbe overstated.

The ability to classify an object correctly involves the ability to recognizewhen an object has a certain property, whether it be color, size, or whatever.To put it another way if an object has a certain characteristic, then itbelongs to a certain class. Objects in that class are related to each otherbecause they possess this common property. There is no end to classificationproblems that axe of interest to children--things they like, things they don'tlike, things that are heavy, things that are big, things that have wings,things that ltve in wster, things that bite, and so on.

Inherent in the notion of classification is the idea of a subclass; that is,within a particular class of Objects one can make fUrther classifications bychoosing other properties. To use a mathematical example, every equilateraltriangle is an isosceles triangle which in turn, of course, is a triangle;diagrammatical/y, we have the following picture.

Thus the jubclassification yields an inclusion, also shown clearly in thediagram. Example of inclusion relations in the experience of the child,such as family relations and relations involving athletic teams, are inabundant supply. This concept again is very important to 6 realunderstanding of number ideas and operations.

Mathematics should not be taught in isolation from other subjects. Inparticular, mathematics and language can and should be intertwined asmuch as possible. To classify a set of objects automatically involvesmaking comparisons and this in turn implies use of words of comparisor.Not only does the process of comparison then lead to the idea of orderingobjects within a class, but it later on serves to introduce the conceptof inequality.

With the use of objects such as sticks, stones, leaves, books, etc., wordsof comparison based on big, small, near, long, etc., can easily be introduced.The next step to an ordering by comparison is then an easy one. If, forexample, objects are considered by length, the child should be able toorder them from shortest to longest, or vice versa. Inequalities arisenaturally in this process as soon as two objects are not of the same size.The mathematical concept of the transitive law flows easily from this sinceif object A is longer than object B, and if object B is longer thanobject C, then object A is longer than object C. An easy example inwhich this does not hold true is tne relation "is the father of." If Ais the father of B and B is the father of C, then A is not the father ofC. Thus important mathematical concepts of long range consequence can beintroduced even at this prenunber stage.

The word set is used in mathematics for any collection of objects.Since the process of classification involves working with collectionsof objects, the concept of a set is already a part of the child'sexperience. Only the consistent use of the word itself may be new tohim. The things in a set are called its members or elements. These newwords should be taught by giving the child many experiences wtthcollections of objects. In general, there are two ways in which a setcan be described--either by a listing of its members one by one or by acommon property possessed by its members.. For example, the pupils inGrade 1 :!an be described by the collective property of being in Grade 1or they can be listed by name. Thus the total experience to this pointallows children to recognize and describe sets of objects.

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%;ust as objects within a set frequently can be compared, so can twosets of objects be compared in size xithout counting. For example ina classroom in which children are seated, by matc.hing each child with adesk, we can see whether there are just as many desks as children. Thisprocess of matching leads to the concept of one-to-one correspondence, thebasic principle of which involves matching a metber of one set with .

exactly one member of the other set and vice versa. If this one-to-onematching works out exactly so that no members of either set are.leftunmatched, then the sets have the same number of metbers and are saidto be equivalent. Otherwise, one set has at least one member leftunmatched and thus has more members than the other. This matching doesnot involve the ability to count, but allows the concept of nutber to bebrought into the development. Many examples of matching exercises canbe found in the classroom itself--children and desks, children and books,children and pencils, and so on.

Two points should be emphasized. First, if there is a one-to-one matchingbetween sets A and B, and a one-to-one matching between sets B and C, thenthere is a one-to-one matching between sets A and C. That is, the conceptof equivalence dbeys the transitive law. Second, there is usually more thanone way in which to match the members of two sets which are equivalent.For example, the sets A, B, C, and (P,C),Ta) can be matched one-to-onein six ways, as follows:

1.

C

0

2. A\+-* C5

44.

C U.

5. 012!) 4r."

C

The children can be lead to discover this on their own. It can serve toemphasize the fact that in mathematics class, frequently more than onecorrect answer is possible. A true understanding of the concept ofequivalence involves realizing this fact.

The empty set, denoted by 0, is the set which has no members. Theconcept is needed both for the introductics of the nutber zero and for thebeginning ideas in addition of numbers. It is usually easy and fun forchildren to concoct examples of the empty set, such as the set of peoplewho are twenty feet tall.

Operations on sets serve twopurposes,4oAntroduce Operations On numbersand to introduce logical ConnectiVes. Three OperationS are iMportant..They are defined as follows:

1. Intersection: The intersection of two sets A and B, denotedby A (NIB, is the set of meMbers 'Which are in A and in B.

Thus if set A is characterized by a certain property and if. Bis characterized by another property, menbers of the intersectionpossess both properties. One need only think of the intersectionof two streets to find a common example of this term. Theconnective "and" is the key word. For example, if one setconsists of all brown animals and the other of all horses, thenthe intersection is the set of animals which are both brown incolor and horses; that is, brown horses.

2. Union: The union of two sets A and B, denoted. by A 1.) B, is theset of members which are in A or in B (or in both).

Thus if A is characterized by a certain property and if B ischaracterized by another property, members of the union possessat least one of the two properties. The connective "or" is thekey word. In the example above of the brown animals and thehorses, an animal is in the union of the two sets if it is brownor a horse (or a brown horse).

The difficulty that arises with the concept of union of two setsis that the "or" is inclusive, as the "and/or" of the Euglishlanguage. Thus for elementary school children it is simplestto start with two sets which have no elements in common; thatis, whose intersection is the empty set. In this case theunion is obtained by simply adjoining one set to the other,and an object is in the union if it is either in one or theother. The "or" is then the exclusive "either/or" relationof the English language. An easy example illustrates this idea:The United States is the union of fifty states. Since no twoof these states overlap, the intersection of their land areasis empty. The total land area of the United States is thenthe sum total of the land areas of the fifty states.

3. Cartesian product: The Cartesian product of two sets A and B,denoted by A B, is the set of all ordered pairs (a,b) wherea is a member of set A and b is a meMber of set B.

Thus if A. is characterized by a certain property and if B ischaracterized by another property, then the product conEists ofall -rairs whose first entry has the property of A and -whosesecond entry has the property of B. For example, suppose achild has three dolls and two outfits, any one of which fitsany of the dolls. Then the product of the set of dolls withthe set of outfits can be shown as follows:

Doll #1 Doll #2 Doll #3

Outfit #1 Doll #1 wears Doll #2 wears Doll #3 wearsOutfit #1 Outfit #1 Outfit #1

Outfit #2 Doll #1 wears Doll #2 wears Doll #3 wearsOutfit #2 Outfit #2 Outfit #2

Therefore six pairings are possible. Clearly this marks theCartesian product as the forerunner of multiplication. It alsohas longer range consequences beyond the elementary school.

This concludes the background section. These ideas will be explored interms of classroom activities and problems in the next section.

Classroom Activities:

As has been mentioned frequently in Unit I and in the background sectionof this unit, a true child-centered program involves much use of concreteobjects chosen as often as possible from the physical environment of thechildren and by the children themselves. In all of the prenumber work onclassification and sets the children are exploring the world in which theylive and are learning to work with objects they see in it. Gradually objectsfrom mathematics such as geometric figures can be introduced and classified,until ultimately numbers and other symbols from the abstract world are seenas representations of these concrete objects.

Classroom activities for classification, comparison, and description of setsshould be built around sets of objects which are familiar to the children.The teacher will then be taking into account the stages of learning discussedin Unit I.

One specific item should be mentioned. Z. P. Dienes has used attributeblocks to provide games in classification and logical relations. Theseare models which involve four charaoteristics or attributes--size, color,thickness, and shape. Children play with these blocks and sort them interms of specific attributes. One game involves a child picking out ablock of a certain character.

The next child must pick another block which differs from the first inexactly one respect. For example, if the first child picks a small, thin,blue block, the next child might pick a large, thin, blue block. If achild errs, the neact child tries to correct him, and the game proceeds inthis fashion. These blocks can also be used to play games involving theset operations of intersection and union.

Since the children ate actually handling::conCrete ojects,:the teacher._may,have difficulty:with::the concept::of the empty:Set This can beH:ayercomeby appealing to the fantasyl4Orld whiChchiTdren IOve. ItshoUld be:fun to

create many examples of this idea, such as the set of men with five hands,the set of green horses, and so on.

Activities to show one-to-one matchings between sets should begin withfamiliar accessible objects such as the children, their desks, theirpencils, their pads, their books, and so on. The teacher should askthe children to identify sets they see in the room, and let them workwith these. Transition then can be made to using sets drawn on thechalk board. To deepen the child's understanding of this matchingprocess, the teacher should emphasize the multiple ways in which matchingscan be made for a specific pair of sets. Importance should also be placedon the fact that it is not always possible to match two sets in a one-to-one fashion, in which case the terms "more than" and "less than" must beintroduced.

Piaget makes an interesting point. If a child is given the following setsof X's and O's

XX X X0 0 0 0

placed as shown he easily matches the X's with the 0 s in a one-to-onefashion. (In how many ways can this be done?) Thus there are just asmany X's as Ols. ilowever, if the sets'are arranged like this

XX X0 0

or like this

0 X0 X X X

or in some other irregular order, the child may have difficulty drawingthe correct conclusion. In the first case he may say that there aremore O's than X's because they are spread out more. In the second casehe may have trouble making a matching because of the irregular patternsof the symbols, and may say there are more O's because of the greaterheight of the pattern. If the X's and O's are placed like this:

XXXXX 000 000

he may say there are more X's because there is a bigger bunch in the setof X's.

The stage in which the child realizez that the number of members of a setdoes not change when those members are merely rearranged is called byPiaget the stage of conservation of quantity. The teacher should createexercises to test the children on this point. When they have reachedthis stage of development, then they axe truly ready to consider theconcept of number and of counting.

Classroom activities concerned with_ the operations on sets--union,intersection, and product--should also be built around sets familiar tothe children. As mentioned in the background section, unions of sets withno intersection should be given priority because of the relationship of

this case to the operation of addition. Subtraction can then be motivatedby asking children to list the members of a set A if the sets B and A B

are given and if A and B have empty intersection. For example, suppose Bis the set of pupils {Doris, Jane) and Alf B is the set of pupils {Doris,Jane, If A and B have no elements in common, then A must be theset in which Bill is the only member.

Sets used to illustrate the product will be of most interest if the pairshave some physical meaning. For exanple, if a child goes to an ice creamparlor and wants an ice cream cone, he may have to decide between twotypes of cones--regular and sugar--and four types of ice cream--vanilla,chocolate, strawberry and burnt almond. The Cartesian product of thesesets would contain eight itens--each kind of ice cream with each kind ofcone--the nuMber of possibilities open to the child. Surely the children'smouths will be watering by the time they finish such an example. So muchso that the teacher may have to treat them all. In any case, the realismof the example adds to the fun and the excitement of developing the concept.

Diagnosing Difficulties:

For this unit the objectives are arranged in a simple hierarchy as follryws:

1. Classification by common property

2. Classification by inclusion

3. Ordering by comparison

4 Description of a set

5. One-to-one matching of two sets

6. Intersection of sets

7. Union of sets

8. Cartesian product of sets

Thus the difficulties at any stage are not hard to identify. Some of thesteps are actually independent of .aach other. Perhaps an example of thefollowing type would suffice to te!st the entire package. Consider thefollowing set of geometric figures colored red and blue as shown.

red.

red

A problem set could go as follows with the language adjusted to the level

of the child.

1. List all red objects. List all blue objects.

2. The set of circles is ccutained in the set of

3. Arrange the red squares in order from smallest to largest.

4. Describe the set of triangles.

5. Is there a oneto-one.matching between the set of squares

and the set 9f circles? Between the set of non-squarerectangles and the set of triangles?

. List all red objects. List all squares. Find the intersection

of these sets. Describe this intersection. Find the union of

these sets.

7 List all squares-. List all circles. Find the union of these

sets.. What is the intersection of these setS?

8. List all triangles. List all circles. Find the Cartesian

product of these sets.

If a.child cannot do soMe problems:on thiS list, thenhis difficulty_isisolated and 'More work-Must be done on that type.of prObleM.

Problems for the student:

Here are some Problems which are -6YPical of those:that Might be used to

test the comprehension of the child. The language-Must be adjusted to. -

the level of the child.

1. Make a list of objects that

a. you like.

b. y u dislike .

c. are heavy.

d. are long.

e. are beautiful.

f. will sink when placed in water.

2. Name each of the following items and order them so that each isincluded in the next.

a. your family

b. the city in which you live

c. the state in which you live

d. the country in which you live

e. the continent on which you live

3. Here is a list of five automobiles. List them by size from thesmallest to the largest.

Chevy Camaro, Volkswagen Lincoln Continental,Dodge Dart, Chevrolet

4. Describe each set by a listing of its members.

a. your family

b. the vowels in the alphabet

the primary colors

Describe each set by some common property:

a. {LI. El, cal

b. {k, b, c, m

(Mstang, Maverick,

6. Here are pictures 401:.* three sets. Describe each one, then answer

the follaiting questions:

A

a. Which has more elements, A or B?

b. Which has more elements, B or C?

Show a one-to-one matching between any two sets for whichit is possible.

7. How would you describe the.following set:

a. Set of boys with 6 hands

b. Set of girls wth 4 legs

c. Set of ccws which can fly

6. Here are two sets A and.B.

a. .Find the intersectiOn of A and B.

. Find the union Of A and B....

Let A =

anion:.of A and B.

Cartesian:product of,::.A and

10. If A = (O,i.,t1 and A k)

empty, find the members of set B.

Problems for the teacher:

and if A R B is

Here are some prdblems to test the combrehension of the teacher. Sincehis understanding should be deeper than that of the child, some ideas areintroduced in these problems which have not been discussed in the unit.

1. Definition: A set A is a subset of a set B, written A B, if eachmember of A is also a member of B.

a. Let B = ta, b, cl . Construct all the subsets of B. How manyare there in all?

b. Is the empty set a subset of B?

c. If a set has rt. elements, how many subsets does it have?

2. How do two children tell which one gets more Christmas presents?

3. At a dance how can one determine whether there are as many boysas girls present?

Let A = tapple, orange, pear, banana} and B = (catcher, pitcher,shortstop, outfielderl. Describe each set. Is there a one-to-onematching between A and B? If so, how many such matchings arepossfble?

Let A = 7, 6, 5, 41 , B = k6, 5, 4, 3., C = {..6, 5, 41, andD = (3, 4, 5, 6, 7, 81. Determine whether each of the followingis true or false.

a. B C A

b. C B

c. C=AUC

d. 13 1.) C = B

e. AGAUB

f. D=BUA

Find each of the followin

i. B X A (Are B )( A and A X B the same?)

j_ C D

Ic. D A

1. ( B) D

6. Suppose A (-N B is given. Can one reconstruct the sets A and B?Demonstrate your answer with an example. If you can reconstructthe sets A and B, is there exactly one answer?

7. Suppose A J B is given. Can A and B be reconstructed? Is thereexactly one answer?

8. Suppose A and A eLB are given. Can B be reconstructed? Is thereexactly one answer?

9. SUppose A and A U B are given. Can B be reconstructed? Is thereexactly one answer?

10. Suppose A and A B are given and suppose A and B have emptyintersection. Can B 'be reconstructed? Is there exactly Oneanswer?

11. Suppose A X B Is given. Can A. and B be reconstructed? Is thereexaCtly one answer?

12. Definition: If A is a subset of B, the complement of A in B,written ---- A, is the set of members which are in B and not in A.

a. Let A be the set k,a e, i, o, 13 in the alphabet. Findand describe ^-,A.

I. If A is the set of odd whole numbers what is

c. If A is the set of multiples of 5 in the whole numbers,what is ---,A?

d. If the set B is given and is given, can the set A bereconstructed? Why? Is there exactly one answer?


The following module cluster is. one selected froth those developed atSan Francisco State College. . This particular module ,cluster was developedby Professor Jack R. Fraenkel; it is ClUster Number- 3: The Selection ofSubject Matter (Content) for Use in Social Studies Units and CoUrses .andconsists of six modules..

Module 3-1:

Objective: Given appropriate instruction and/or information, you shouldbe able to state (orally, or in writing) at least six examples of criteriathat can be used as guidelines for selecting cont,ent for inclusion in socialstudies courses.

Pre.requisites: None.

Preassessment: See below.

Learning Activities:

a. Read excerpt from Fraenkel.b. Attend class.c. Interview with instructor.d. Interview with Team Leader.e. Student option.

Evaluation: State (verbally or in writing) at least six examples of thecriteria as described in the objectives.

Criterion of Acceptance: Okay by Team Leader.

Preassessment for Module 3-1:

1. Explain the meaning of the term "criteria" as you think it applies tothe selection of social studies content.

2. Give at leatt six exaMples of criteria that you-would use as a basisfor selecting content for use in social studies lessons.

Module 3-2:

Objective: Given appropriate instruction and/or information, you would beable to distinguish among facts, concepts, generalizations, and thoughtsystems, and demonstrate what these terms mean by offering examples of each.

Prerequisite: See below.


a, Read excerpt from Fraenkel.b. Read Taloa Handbook, Chapter .

c. Read LeWenstein,lyp.. 82-88.d. Interview-with Instructor.e. Interview with Team Leader.:f. Attend:Class.g. Student option.

Evaluation: Give three examples of each (facts, concepts, generalizations,thought systems) verbally or in writing.

Criterion of Acceptance: Okay of Team Leader.


Define each of the following terms and give an example of each:

1. Fact.

2. Specific concept.

3. Abstract concept.

4. Generalization.

5. Frame of reference.

6. Rationale.

7. Thought sistem.

Module 3-3:

Objective: Given appropriate instruction and/or information, you shouldbe able to differentiate examples of concepts and/or generalizations oflesser power from those having greater power.

Prerequisite: Modules 3-1 and 3-2.



a. Read excerpt frOm Fraenkel.b. Attendclass.c. Interview with Instructdr.cL Interview with-Team Leader.e. Student option.

Evaluation:, Retake: preassesSment test below.

Criterion of Acceptance': SCore of 90'12:Or above on;test.


Listed below are several pairs of concepts or generalizations. Place anX in front of the concept or generalization that is the more powerful ineach pair.

1. A.B.

2. A.B.

urbanizationcity

changedemocracy

3. A. courtB. dissent

A.

B.familyinterdependence

A. conflictB. dispute

6. A.

B.

Several cultures in Latin America influenced and were influencedby foreign conquerors.Cultures change in varying degrees when they come in contactwith another culture.

The wide variety of characteristics found among the states ofthe United States of America reflect the varied culturalbackgrounds of the peoples who settled in them.

B. Though all cultures possess certain unique features, they arealso similar in a nurber of ways.

8. A. Man's ways of living affect, and are affected by the physicaland social environment in which he lives.

B. Certain inventions of early man revolutionized his way of life.

9. A. Societies sometimes punish those who question established values.B. The daily activities of the ancient Greeks and Romans reflected

their values.

10. A. The changes that occurred in Western Europe after the fall ofRome came about as a result of many interesting factors.

B. Pressures for change develop from many sources.

11. A. Men continually seek to improve their condition through obtainingthose rights they consider essential to their welfare.

B. Many groups in the American society have continually strivento promote their awn well-being as they have defined it.

Module 3-4:

Objectives: Given appropriate information and/or instruction, you shouldbe able to a) explain what course and unit outlines are, and writepossible course and unit outlines of your own that you might use at a gradelevel of your choosing when you teach social studies.

Prerequisite: Modules 3-1, 3-2, and 3-3.



a. Read Lowenstein, Chapter IV.b. Read excerpts from Fraenkel.c. Interview with Instructor.d. Interview with TeaM Leader.e. Attend class.f. Student option.

Evaluation: Prepare in writing a course outline at a grade level ofyour choosing for a semester's work. Then prepare in writing a .unitoutline for one of the units in your course.

Criterion of Acceptance: Grade of "Pass" by the Instructor.


Define each of the following terms:

1. Course outline.

2. Unit outline.

3. Lesson plan.

Module 3-5:

Objective: Given appropriate instruction and/or information, you shouldbe able to explain what a lesson plan is and write a possible lessonplan at a grade level of your own choosing that has the followingcharacteristics:

a. Deals with -,4ocial studies content.b. Represents one lesson that you could use in one of the

units included in your course outline (see Module 3-4).c. Meets at least jive (5) of the criteria identified as

being important to consider in selecting social studiescontent (see Module 3-1).

d. Develop an idea (generalization) or concept.

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Prerequisite: Modules 3-1, 3-2, 3-3, and 3-4'.

Preassessment: See preassessment for Module 3-4.


a. Attend class.b. IntervieW'with Team Leader.c. Interview with Instructor.d. Student option.

Evaluation: Write a lesson plan possessing the characteristics describedin the Objectives.

Criterion of Acceptance: Okay by meam Leader.

Module 3-6:

Objective: Given appropriate information and/or instruction, you shouldbe able to explain what is meant by the concept "rationale," give at leastthree reasons why a clearly thought out and defensible rationale is importantto state when selecting social studies content, and give a rationale forany social studies content you select for instruction.

Prereq-0,-Lite: Modules 3-1, 3-72, 3-3, 3-4, and 3-5..



a. Read excerpt from Fraenkel.b. Read SteVens and Morrissett.c. Attend class.d. Interview with Instructor.e. Interview with Team-Leader.f. Student option.

Evaluationl Prepare in writing a defenseAthat is state the rationalebehind) of the lesson plan you prepared:for MOdule 375.

Criterion of Acceptance: Okay of-TeaM Leader.,


1. Place an "0" in .front of any statements below,Which represent Objectivesand-an "R"' in front of any StateMents which:_represent a rationale

Exposed:to two or-mOre:differentsaMplea ofinforMation;thestudent correctly States di.ffPreneee.and similaritiesaMong thOSe samples.

96.:1%.

b.

C.

d.

e.

f.

Presented with a detailed :-et of facts, students can statevalid generalizations that they had not been given previously,and when asked, can provide the sources and limitations of

the generalizations.

g.

h.

Given a set of events (one of which is identified as theevent to be explained) occurring in a social setting, thestudent gives a plausible and logically sound explanationof the chains of cause-and-effect relationships thatresulted in the occurrence of the event.

Students indicate comprehension of the meaning of a givennuMber of ideas and concepts.

Students will occasionally make comments in a discussionsession that depart significantly from the rather generalagreement of the class as a whole, and which are judged bythe teacher to have some likelihood of leading to usefulrelationships or conclusions.

Ability to relate one's awn vP.lues to those of others iscrucially important in any inquiry directed at clarificationor resolution of value conflicts.

When students can obtain information from maps and globes,they possess a very useful skill for learning about man's

activities and environment.

Being able to form hypotheses is essential for anyone whohopes to deal constructively with problems in social studies.Hypothesizing provides a focus for thinking about a problem.One's thinking is likely to be unproductive if the problem isconceived too broadly or if an attempt is made to analyze toomany kinds of facts in too many ways all at the same time.

Understandingthe aspiratione of peoPle in a society isfundamental to unerstanding the nature of the society ,

and to an analysis of:itsproblems.

2. Which of the following statements of rationale for having studentslearn about -che American Civil War of 1861-1865 do you think is most

justifiable?

a. The Civil War is a vital part of our American Heritage, and Pssuch, is something that every student should learn about .

b. questions about the Civil War are always asked on College Board

Examinations.

O. Some .6N-elite froth:the papt are iMportatt to know about if one isto become an educated Man. The:.,'CiVil Waris',one of ,these events.

_64--

d. Studying about the Civil War may help students to realize thathonest man may legitimately dirfer in the goals which theyconsider worth attaining.

State University_follfge at Buffalo

In the past year, numerous modules and module Clusters have beendeyeloped for the Teacher Corps program at .!;he State University Collegeat Buffalo,. The module cluster which follows is concerned with BehavioralObjectives is Math/Science.

Reference System Designation: CMM:211:00:SCB

Program: Peace Corps/Teacher Corps Program at the State University Collegeat Buffalo, Buffalo, New York

Component: Curriculum Methods and Materials: Teaching Math/Science

Developer: Francis Siemankowski/Joyce Swartney

Date'of Development: Summer 1971

CMM:211:00:SCB Behavioral Objectives in Math/Science

General Objectives of Module Cluster: The purpose of this Module Clusteris to enable students to become familiar with the terminology of behavioralobjective, to be able to discern behavioral objectives from non-behavioralObjectives, to be able to classify behavioral objectives according to aTaxonomy, and to write behavioral objectives in Math/Science.

Prerequisites to the Module Cluster: This Module Cluster does not requirestudents to have any prerequisite competencies other than those whichtypically would be considered as program entrance requirements.

Modules Within the Module Cluster: This Module Cluster contains fiveModules each of which is related to an aspect of the objectives of theCluster; the Modules are as follows:

CMM:211:01:SCBCMM:211:02:SCBCMM:211:03:SCBCMM:211:04:SCBCMM:211:05:SCB

Introduction to Behavioral ObjectiIdentifying Behavioral Objectives.Classifying Behavioral Objectives.Writing Behavioral Objectives.Relating Behavioral Objectives to Curriculum.

yes.

CMM:211:01:SCB: Introduction to Behavioral Objectives

Objective: At the end of this module, the student will be able todemonstrate an understanding of the component parts of a behaviorallybased objective, differentiate between behavioral and non-behavioralwords, and state a rationale for the use of performance objectives.

Prerequisites: None.

Pre-Assessment: Pre-assessment procedures consist of a pencil andpaper test based on the Objectives; see below.

Instructional Activities (optional):

1. Read Preparing Instructional Objectives by Mager.

2. Read Behavioral Objectives and Instruction, Chapter 1 by Kfbler.

3. Read "Probing the Validity of Arguments Against BehavioralGoals" by Popham pp. 115-124 in Behavioral Objectives andInstruction.

4. Alternate Activity: Listen to tape and view overheadtransparencies, "Why Behavioral Objectives" by Albert Eiss.

5. Attend seminar which will deal with Behavioral Objectives.

Post-Assessment: Post-assessment will consist of an alternate form of thePre-Test. Minimum criteria for successful completion of this Module is90%. The Student may ta4-?. the test at his pleasure by making arrangementswith the Instructor.

Remediation: Consult with the Instructor. Listen to tape and viewoverhead transparencies of "Why Behavioral Objectives" by Albert E. Eiss.

Pre-test for Module CMM:211:01:SCB

Identify the statements below with an X which describe a learningtask in behavioral terms.

1. At the end of the session, the student is aware of thebiological problems which man may encounter in spacetravel.

2. At the end of the session, the student can identifYvariables in an activity in which water moves overmaterials.

0. At the end of the session, the student can constructa record of observed changes in properties.

4. At the end of the session, the student understands thebasic principles related to heat and light.

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5 . At the end of the session, the student can make measurementsin both.the metric and. English systems.

At the end of the session, the student knows the eightfundamental processes'necessary to sustain life.

In the space provided, please identify the following words as (0)open to many interpretations--non-behavioral--or (C) closed to many inter-pretations--behavioral.

1. Write 6. Believe

2. Know 7. Compare

3. Recite 8. Appreciate

4. Solve 9. Identify

5. Understand 10, To group

List three or more reasons to support the use of performance objectives.

CMM:211:02:SCB: Identifying Behavioral Objectives

abjective: Given a list of objectives the student will be able to discernbetween behavioral and non-behavioral objectives and will be able to changethe non-behavioral objectives to behavioral objectives; the criterion levelis 90%.

Prerequisites: Successful completion of Module CMM:211:01:SCB.

Pre-Assessment: A paper and pencil test in which the student will be askedto distinguish between behavioral and non-behavioral objectives and changethe appropriate one; see below.

Instructionaltivities (cgtional):

1. Read Chapter 2 in-Kibler BehaVioral Objectives and Instruction.

2. Read "Defining Objectives"Science by Romey.

3. View and listen to "Educational Objectives" and "SystematicInstructional Decision-Making," film strip tape programsproduced by Vimcet Associates.

Attend seminar which will deal with the topic of behavioralobjectives.

Inquiry Techniques for Teaching

100

Post-Assessment: Post-assessment will consist of an alternate form ofthe Pre-Test. Minimum criteria for successful completion of this Moduleis 90%. The Student may take the test at his pleasure by making arrangementswith the Instructor.


In the space provided, please mark the following objectives as(B) behavioral or (N) non-behavioral.

1. Outside of class the students will write a five-page essayon the rise and fall of the Roman Empire from a sociologicalviewpoint. They will use the appropriate footnotes andbibliography.

2. The students will learn the preamble of the United StatesConstitution.

3. Given the dimensions, the students will be able to computethe area of a square, triangle, and circle.

4. The students will learn to ski.

5. During this term the students will demonstrate theirappreciation of classical music by. attending at leastthree of the seven concerts held at Small Hall.

The students will be able to throw a football at least21 feet.

The students will demonstrate their knowledge of the firstseven Presidents of the United States.

The students will type,, error free on a standard electrictypewriter a fifty7-word paragraph in two minutes.

The students will demonstrate their competency on the threestring banjo.

The students will demonstrate an appreciation for mt:dern art.

On the reverse side of this paper, please rewrite the non-behavioralobjectives in such a way as to make them behavioral.

C1M:211:03:SCB, Classifying Behavioral Objectives

Objective: Given a list of behavioral objectives, the student will beable to classify them according to a taxonomic system; 90% accuracy willserve as the criterion level.

Prerequisites: Successful completion of Modules CMM:211:01:SCB andCMM:211:02:SCB.

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101

Pre-Assessment: Pre-assessment procedures consist of a pencil and papertest based on the Objectives; see below."


1. Read-Chapter 3 in Behavioral Objectives and Instruction byKibler.

2. View and listen to "Selecting Appropriate EducationalObjectives" and "Establishing Performance Standards,"filmstrip-audio tape prograns by VIMCET.

3. Attend seminar which focuses on the taxonomic system.

4. Read "Behavioral Objectives in the Affective Domain" publishedby National Sci:snce Supervisors Association.

5. Given a list of performance terms the students will arrangethem in the three categories: Cognitive, Affective, andPsychomotor. (Work sheets are available in ISC. Answersheets available on Bulletin board.)

Post-Assessment: Post-assessment will consist of an alternate form of thePre-Test. Minimum criteria for successful completion of this Module is90%. The Student may take the test at his pleasure by making arrangementswith the Instructor.

Remediation: Re-cycling by arrangement with Instructor.


In the space provided, please label the following objectives as being(C) cognitive, (A) affective, or (P) psychomotor.

1. The students will demonstrate their appreciation for classicalmusic by attending at leatt four of eight concerts at Small Hall.

2. The students will be able to'labeI by name the pictures of thelast seven presidents of Yugoslavia.

3.

4.

In class the students will,be able to write a three-.7page essayon:the dangers of water pollution via Iron Sulfate, as advocatedby the Atherican Dental Society, without the.use of outsidematerial, in a period of 30 minuts.

The students will demonstrate their ability to throw a softballwith accuracy by throwing a standard 12 inch softball through anautomobile time (7/75:15) suspended three feet from the groundat a distance of 32 feet (7 of 10 is passing).

102-69-

5. At the end of u unit on Indians, the class will demonstratetheir concern for Indians by sending (voluntarily) at least$5.00.to the Cleveland Iadians for relief. (The method usedto raise the money ia immateria1.)

6. The students will be able to solve 4 out of 5 linear equationsin class, without the aid of outside material, in one hour.

7

8.

The class will demonstrate their acceptance of the rule"quiet while others speak" by not talking during any of thetwo minute speeches given by the 15 meMbers of the class.

The class will deuonstrate their appreciation for fairy talesby checking out of the library at least two fairy talesfollowing the completion of the fairy-tale unit.

9: The students will demonstrate their understanding of ParadiseLost by answering correctly at least 45 Of 50 true-falsequestions on the content of the novel.

10. The class will demonstrate their ability in the use of theAustralian Crawl, by crawling at least 100 yards in a periodof 2 minutes.

CMM:211:04:SCB: Writing Behavioral Objectives in Math/Science

Objective: Given a subject within the student's area of curricularcompetency, the student will be able to write at least three behavioralobjectives in each of the taxonomic domains.

Prerequisites: CMM:211:01:SCB, CMM:211:02:SCB, and CMM:211:03:SCB.

Pre-Assessment: None.

Instructional Activities (optimal):

1. Read and complete the activity "Performance Objectives" byAnderson.

2. Read Chapter 4 and complete activities in BehavioralObjectives and Instruction by Kibler.

3. Write ten behavioral objectives for a unit or units inan eighth or ninth grade general science class. Beprepared to defend liem orally. Attend a seminar basedon behavioral objectives.

4. Review any or all of the VIMCET materials used in theprevious two modules.

103

Evaluation: The evaluation will consist or the student writing threebehavioral objectives in each of the applicable taxonomic domains (cognitive,affective, and psydhomotor) in a Math/Science area of his choice; thesewill be assessed according to guidelines found in Mager, Kibler, andAnderson.

CMM:211:05:SCB: Relating Behavioral Objectives to the Curriculum

Objective: Upon completion of this module the student will be able toorally present arguments relating to the role of behavioral objectives inplanning.

Prerequisites: None.

Pre-Assessment: None.


1. Read Behavioral Objectives and Instruction by KEbler, pp. 23-24.

2. Read "Probing the Validity of Arguments Against Behavioral Goals"by W. James Popham on p. 115 in Behavioral Objectives andInstruction by Kibler.

3. Read "Behavioral Objectives: A Close Look" by Robert L. Ebel inPhi Delta Kappan, November 1970, p. 171.

4. Read "Behavioral Objectives in Curriculum Design: A CautionaryNote" by Myron Atkin in The Science Teacher, May 1968, pp. 27-30.

5. Locate and read at least two additional articles, one for andone against, the use of behavioral objectives.

6. Read "Behavioral Objectives" by Earl J. Montague and David P.Butts in The Science Teacher, March 1968, pp. 33-35.

7. Read "Reply to Atkin on Behavioral Objectives" in The ScienceTeacher, pp. 12 and 14.

8. Read "Behavioral Objectives and Instructional Design: AnElaboration" in The Science Teacher, March 1969, pp. 10, 77-78.

9. Read "Behavioral Objectives: Continuing the Dialogue" by Hendrik D.Gideonse in The Science Teacher, January 1969, PP. 51-54.

10. Read "Behavioral Objectives: Key to Planning" by Bill D. Engmanin The SCience Teacher, October 1968, pp. 86-87.

Evaluation: The student will participate in a seminar discussion &ad/orprivate discussion with the instructor based upon the objective above.

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Texas Southern UniLL.t

The following section contains two types of information: (1) a copyof a memorandum from the director of the Texas Southern University TeacherCorps program to all interns, and (2) copies of the modules to which hereferred in that memorandum.

Memorandum from Program Director. The following is a memorandumwritten by Professor J. 0. Perry, director of the program, andaddressed to all interns.

Things are really beginning to happen. Modules are beingdeveloped and tested by various intern teachers in ourprogram. Some really good stuff is beginning to evolve.

In this packet are modules in science, math, and languagearts. At this point, the modules are somewhat unpolished.The assumption is that after a module is developed andtested by the intern-teadher himself, it will be furthertested by other intern-teachers and cooperating-teachers.Each testing should offer new reactions and suggestionsfor refining the module. So tile final product will evolveover a period of time.

Apparently, some modules are being developed that we havenot seen. We like for those to be shared with the groupas well. Ideally, what will happen is that we can getenough sharing of modules going so that we eventuallydevelop a module bank, consisting of modules in all thesubject matter areas in which you now teach.

You have shown the potential for developing high qualitycurriculum materials set up in modular form. Please Don'tStop Now!

Module examples. The following are the eight modules to whichDr. Perry referred in the preceding memorandum. While a number ofmodules were developed by faculty for use with interns, the examplesselected to be presented here were developed by interns. This decisionwas prompted by the feeling that these might better represent the natureof impact which was made by the notions of modular instruction. Themodules were developed by: (1) Bobbie E. Ammons, (2) Freddie Bullock,(3) Becky Freeman, (4) Elisha Hall, (5) Louren,;! Johnson, (6) Leslie Lopez,(7) Enrique Medrano, and (8) Waynel Sexton.

Module I

Objective: The student will demonstrate his knowledge of the Dolch BasicSight Words (lines 15-17) by writing at least eight out of twelve duringclass without the use of hik word list.

Prerequisite: Students ability to recognize and spell the words in lines1-14 of the Dolch word list.

Pre-Test: Child's ability to read words from list. (Lines 1-17.)

Remediation:

1. Each student will read word list (lines 1-14) and make simplesentences of sone of the words.

2. In the event sone words are action words, they will demonstratethe action.

3. Have a spelling bee on lines 1-14.

Instructional Activities:

1. Pronounce words and spell them aloud, in a group.

2. Each child will pronounce words individually.

3. As a group game, we will make sentences on the black-boardusing the Dolch words in lines 15-17.

Ask various students to spell certain words from the list anduse the word in a sentence.

Post-Test: Student will write words as they are called to them by theteacher.

Remediation: Make a cross-word puzzle of the words and let child solvepuzzle independently.

,Module 11

Objective:- The students will demonstrate their knawledge.Cf capitalletters, sentence structure, and relate orally some of their observationsor experiences.

Prerequisite:

1. Knowledge of Simple Sentences.

2. Knowledge Of punctuation.

3. Ability to write some form of simple sentences.

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106

Pre-Test:

1. Look at picture And write three sentences about things seen inthe picture.

2. Use punctuation marks where they are needed in these sentences.

3. Use capital letters where they are needed in sentence structures.

Remediation: (If needed) Teach student rules for capital letters.Write sentences related to observation and experiences (field trips).

Instructional Activities: Use pictorial cards of animals, landscapes,activities of birds or animals, for example: landscape containing snow,birds in activities, animal gracing, lake of water with boat riding, andpicnicking. The student will observe pictures like these and write threeto five sentences after oral discussion about things they see in pictures.

Post-Test: Post-test may be done orally or as a written exercise on thechalkboard or with use of mimeographed sheets.

Remediation: Reteach beginning with capitalization and writing of simplesentences.

Module III

Objective: Student will demonstrate his ability to recognize writtenwords by verbally identifying fifteen words out of twenty correctly.

Prerequisite: Knowledge of alphabets and beginning sounds.

Pre-Test: Identify words; let child post flash card into pocket chartand identify word teacher.

With

Ride

Jeff

Remediation:

Orally:

Who

And

Test Words

Policemen

The Mike

(Red, Yellow, Blue, Green, and Color Words)

1. Let a child (a proficient one) quiz another on all 26alphabets.

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107

Can't

Mary

2. Pass-out (individually) pictures with alternative P sounds, W sounds,etc., with other beginning.sound pictureS'they are not familiarwith.Directions: Circle pictures with_ all beginning F Sounds, W sounds,etc.

3. Give magazines to children and make a W chart (or any). Find Wsounds pictures and cut out and paste.

4. Cut a square of newspaper print, instruct them to circle all W'sfound in newspaper.

,cructional Activities:

1. All activities included in remediation plus the following.

2. For individual seat work: Give child three or more differentalphabet sound. (At all times a child who is proficient canassist the other child.)

3. Let children demonstrate the word they are learning: Example,Ride - Through - - Play - Acting, and have children guess whatis being performed in relation to given word.

4. In Tablet: Let child print word in tablet (which will enablehim to recognize aaphabets which makes up the world).

5. Teacher will write on blackboard (providing child knows all wordsused in sentence). Example: Mike and Jeff ride--then draw andcolor a picture of Mike and Jeff.

Post-Test: Verbally identify fifteen words out of twenty words correctly.

Remediation:

1. Teach the song ABC.

2. Teach sound of alphabets through animal sounds, city sounds, etc.

3. Draw a picture to accompany particular alphabet sound.

4. As ABC song is sung, place ABC's cards on floor, let them step onletters.

Module IV

Objective: Students will demonstrate their knowledge..Of electricity bybeing able to classify 18 out of 20:objects as being either conductors orinsulators of electricity.withobt any.outside help.

Prerequisite: Students.must know what conduCtors and insulators are inrelation to electricity.

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108

Remediation:

1. Show a filmstrip explaining conductors and insulators.

2. Use dictionaries to define these two terms.

Pre-Test: Entering behavior is assessed by verbal discussion of whatconductors do and how inEulators effect the flow of electricity.


1. Read section in textbook and outside materials of conductorsand insulators.

2. Perform experiments on electricity testing different materialsin classroom to see if they are conductors or insulators ofelectricity.

a. If the light lights up after some type of material(pencil, paper, copper wire, jewelry and what elsethe student would like to try) has been connectedat points A and B that material is classified as aconductor.

b. If the liert does not come on after f011owing the sameprocedure in (a), the material is classified as aninsulator.

Post-Test: Actual classification of different materials.

paperbracelet (Radhuim electoplate)pin of_glasspencilballpointpaperclipwooden pegpiece of yarnart eraserhard rubber rod

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109

board clipscissors-ear-ringplastic knitting needlea glassrubber band6 penny nailsilk threadnickle plated ringplastic ruler

Remediation:

1. Discussion of what a conductor-of electricity is and what insulatorsare.

2. Explain why some materials (because of their composition) willconduct electricity and some will not.

3. Perform more experinents in classifying materials as eitherconductors or insulators.

Module V

Objective: Student will demonstrate his knowledge of the basic facts ofregrouping two digits in addition and subtraction not involving "zeroes"by being able to solve 8 out of 10 problens without making narks or linesfor counting within the regular class period.

Pre-Test: Written test which includes regrouping of two digits additionand subtraction problems and one and two digit problems not involvingregrouping.

Instructional Activity: Each child to complete these activities at theirown rate.

1. Use concrete materials such as rods, beans, etc. The Child willuse the objects in counting and grouping different members inthe three different places.

2. Drill of basic one digit addition and subtraction facts by memorywithout regrouping. (Verbal and written)

3. Use of games involving addition and subtraction that is both verbaland written. Such as math puzzles for adding and subtraction.

4. Use of 'written work using synbols--making use of regrouping inboth addition and subtraction.

a. Writing math headlines, that will have students to makeup problems of their own using, both one digit and twodigits, regrouping in addition and subtraction.

b. Write questions to problems of addition and subtraction,then answering their questions using one and two digitsand regrouping.

Post-Test: Regrouping of two digits addition and subtraction problems.

Remediation: Learning how to count with concrete objects and groupingobjects according to sequence--Learning the Place Value of Nunbers--(1, 10, MO).

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Pre-Test:

4 2 23 12 48 77+4 +2 +23 +12 t48 +77

5 9 53 48 43 61-16 -14 -25

Post-Test:

8 9 48 75 36

+9 +56 +28 +49

lo 17 48 56 72

9 - 8 -39 -48 -13

Module VI

Objective: The student will demonstrate his ability to write a newsarticle of front page magnitude by writing a report of an event accordingto previously discussed criteria for news writing. This will be doneindividually in the class room without aids other than those in his headonce the instructor has started him off. Spelling and grammar will nottake precedence over factual accuracy and form according tá previouslydiscussed criteria. No time limit.

Prerequisite: Ability to "see" (observe), to communicate by writing.

Pre-Test: The student will write a short story on something thatoccurred during his past life.

Remediation: If child cannot construct intelligible sentences, work onsentence construction. Verbs; conjunctions, etc.--whatever is missing.

Instructional Aetivities:

1. Study parts of newspaper--contrast them.

2. Discuss difference between newspaper writing and short stories.

3. Discuss form of front page of newspaper.

4. Of article itselfHow to wite headlines, how to write leadsentences, what a dateline is, what is cutline, the purpose of

pictures, the differences between facts and opinions.

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5. From a newspaper article which appeals to.the.student, he willrelay its information to the class-orally'. The.class will analyzeir and.hoW.it *ansWers theX basic:questions.

The child will write as many fictional news articles as he likes(making up events, etc.).

T. The student-4 can look at each other's articles for view of varietyof sUbjects to be seen in newspapers.

8. If desile kids can stuay proof-reading by:

a. as a class collaborating on various proof-readings of theirown articles;

b. as individuals, doing exercises from English book on proof-reading for punctuation, logic, capitalization,comprehensibility;

c. in small groups, discussing classmate's articles.

9. Given a camera and one shot, kids can go shoot a picture andthen write an article around it.

10. Given various thought-provoking pictures, the students willchoose one and write a story around what can be obLerved inthe picture (he can interpret details in his own way).

Post-Test: Murray will write a play centering around the kidnapping ofNixon, choose actors and organize it in utter secrecy. During their studyhall, without warning, the rest of the class will become Observers of theevent; when it is over, the objective will be explained. If they havequestions,or wish to have a re-run, this can be arranged. To start themoff, brief descriptions of what they saw can be gtven by some of the"witnesses." Or, if necessary, they can as a class discuss a good headline.If they are still insecure, discuss the lead sentence. From there, theyare on their own.

Remediation: None necessary unless all or a -.ilajority of the children vriteutterly incompetent articles, which they will not (knowing the kids), Ifthey by some happen chance do, then we'll drop it and go on to somethingelse, such as myths, before coming back from less deep angle.

Module VII

Objective: After having received the sentence-making exercise(s) the childrenwill be expected to demonstrate their knowledge of verb conjugation. Studentswill demonstrate knowledge of the verbs-Vas and.wdre. Children will begiven a list of sentences from which they will select the correct verb.(Verb to be) Children will not utilize notes and will be expected toaccurately complete 15 of 20 sentences.

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Prerequisite: Translated knowledge of the verb to be (Estar).Knowledge of pronouns (I, they, we, he, it, you, etc:).

Pre-Test: Test written in Spanish.--verbs to be translated to English.

El estavaEllos estavanNosotios estavamosElla estavaYo estava


1. Present mimeograph sheet with translations.

2. Teacher to read translations--aloud.

3. Have children read and translate phrases.

4. Pick Spanish phrases at random, ask children to read Englishtranslation.

5. Ask children to exchange phrases amongst themselves.

6. Prepare sentence utilizing these verbs--was and were.

T. Review sentences--emphasis accuracy.

8. Reinforce the verb--to be.

Post-Test: To facilitate reading and comprehension I will write testwith sentences almost identical to previously prepared sentences.Example:

Yesterday (yo estava) absent.

Remediation: Review pronouns.

El - - HeEllos - - - TheyYo - - - I

Module VIII

Objective: The student will demonstrate his understanding of the #8 bydrawing a set of 8 on a piece of paper without the aid of his teacher

-or of other students in the classroom. 10070 accuracy.

Prerequisite: Ability to count to 7; ability to count up to 7 subjects;ability to draw up to 7 objects.

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Pre-Test: Draw 7 boxes on ycur paper by yourself or construct a set of 7on your individual flannel hdard.

Remediation: Students will practice counting to seven with the use of6" x 8" cards which have numbers one through seven.

Games:

1. Teacher throws cards all aver room. Students put cards back insequential order.

2. Students hide their eyes. One student mixes cards, another studentthen re-establishes the sequential order.

3. Students hide their eyes. Teacher hides cards around the room.Students are designated to find a specific number and tore-establish sequential order.

4. Teacher will write numbers from one to seven. She will makedeliberate errors and allow students to correct errors.


1. Clap to #8.

2. Count various concrete sets of eight in classroom not on paper(count boys,. girls, chairs, chalk, erasers, books, cards, windows,etc.).

3. Students will count set of 8 which are on paper distinguishingsets of 8 from a set of another number by circling sets of 8.

4. Students will form sets of 8 on the flannel board.

5. Students will bring sets of 8 objects from their own home.

Post-Test: Student will draw a set of eight. This set may be eight objects,eight dots, or eight words or the student may make a creative drawing usingthe concept of eight such as an eight-armed man or an eight-eyed monster.

Remediation: Those students who cannot draw 8 objects or a picture demonstratingthe idea of 8 will: (1) play a gape in which theteacher sells various objectsfor 8 popsicle stf,ckS. In order to get the object,-the student must beable to count out 8 sticks to teacher; (2) form sets of eight on pegboard;and (3) form sets of eight 71ocks.

Western Kentucky_ University

The following section presents a sampie of the curriculum developed

l'or the Western Kentucky University Teacher Corps program. The sample

is a module called "The Culture of Poverty," a part of Education 579:

Deprivation and Education. A brief description of the course isprovided; this is followed by a descripti,on of the module and a copy

of the module pre-test.

Education 579: Deprivation and Education

Overview

This course Will attempt to focus attention on the joint influenceof home, school, and community on the developing child. As theseinfluences are defined and interpreted, methods for filling in the gaps

in the children's educational experiences will be explored. Cultural

patterns of various groups (specific minorities and the rural poor) willbe explored and analyzed by the students.

The four primary areas of the course will be divided into modules,

some of which may be essentially omitted or explored in depth, dependingupon the concerns of the individual students.

1. Understanding the Disadvantaged Child.

a. Objectives:

(1) Develop an understanding of the social andpsychological needs of deprived children.

(a) Develop an understanding of the culturesof specific racial and ethnic groups ofdisadvantaged children--Indians, Mexican-Americans, Puerto-Rican, and Negroes.

(b) Develop an understanding of the "cultureof poverty" and its relation to middle-class values.

(c) Develop an understanding of the cultpreof the rural poor.

(2). Help teachers to deal with their awn leelingsregarding children whose values, mores andfo11siqays are different from their own.

(3) Develop kit in7lepth understanding of at leastonealtwrally'T'disadvantaged child.

b. Modules:

(1) The culture of poverty.

(2) The social and psychological characteristics of thedisadvantaged child.

(3) i.q. and the measurement of I.Q.

(4) Techniques of child study.

(5) The Indian child.

(6) The Mexican-American child.

(7) The Afro-American child.

(8) The Puerto-Rican child.

(9) The Migrant child.

(10) The culture of rural Kentucky.

2. Understanding the Disadvantaged Child's Home and Community.

a. Objectives:

(1) Sensitize teachers to unmet needs of,the communitywhich directly or indirectly affect the child'seducation.

(2) Stimulate teachers to become involved in communityactivity which will directly or indirectly improvethe lives of the disadvantaged children.

(3) Focus attention on the joint influence of home,school, and community on the developing child.

b. Modules:

(1) The home and family.

(2) The nature and impact of the community.

3. Teaching the Disadvantaged Child.

a. Objectives:

(1) Provide teachers with methods and techniques forteaching and reaching the disadvantaged.

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(2) Help teachers develop methods and techniquesfor encouraging responsibility, orderliness,punctu8.lit4-, tolerance, initiative, and goal-directed behavior among disadvantaged children.

(3) Examine methods for helping children overcomenegative attitudes toward school, teachers, andauthority in general.

b. Modules:

(1) Teacher behavior and teaching techniques.

(2) Teaching the disadvantaged in heterogeneousschools.

(3) Remedial reading.

(4) Remedial teaching in subject areas other thanreading.

4. Programs for Teaching the Disadvantaged Child.

,a. Objectives:

(1) Help teachers evaluate various programs ofcompensatory education.

b. Modules:

(1) The nature of compensatory education.

(2) Programs compensatory education.

(3) Federal programs for the economicallydisadvantaged.

Education 579: Deprivation and Education

Module: The Culture of Poverty

Introductory 1;xplanation:

On the first day of class the students wjl_ 1-)e given a pre-testcovering a sampling of all material to be prat,ented xn the course. Atthe same time-they will be asked to 1ntrest, on a scaledinstrument, in the various components of ',!ourse. Each test will beanalyzed to determine major areas of weakness, and each i:_rerest inventorywill be analyzed to determine the student's peison-:0, concerns. Then, inconference with each student, a program will be de-reloped consisting ofmodules relating to both his needs and latrests.

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Each student will be expected to complete the same number of units of

work. Certain modules will represent one unit of work, some two units,

and some three. nose modules representing more than one unit of work maybe sUbdivided in such a way that the student may do a part of the work for

one unit of credit.

The module on poverty is a three unit module. Consequently, studentsmay contract to do one-third, two-thirds, or all of the work involved in

the module.

Objectives:

1. The student will understand varying attitudes toward povertyand its alleviation which migh.c be found in the community.

2. The student will increase his understanding of how povertyaffects the daily lives of the children he teaches.

3. The student will sense the frustration felt by people livingin poverty.

4. The student will identify with individuals living in the cultureof poverty.

5. The student will develop criteria for evaluating various approachesto the alleviation of poverty.

6. The student will understand how poverty breeds poverty.

Out-of-Class Activities: For one unit of credit: do activity 1 or 4 andactivity 2 or 3 or 7; for two units of credit: do activity 1 or 4 andactivity 1 or 4 or 5 or 6 and activity 2 or 3 or 7; mid for three unitsof credit: do activity 1 or 4 and activity 1 (37: 4.or. 5 or 6 and activity 1or 4 or 5 or 6 or 2 + 3 + 7.

1. Read a novel, biography, or autobiography of a person or familyliving in poverty. Be prepared to discuss with the class:

a. the goals and aspirations of the poor.

b. saving and spending behavior.

c. attitude toward authority (e.g., police, school officials,landlord).

d. religious beliefs and practices.

e. relationships with kin.

f. quantity of friends, and relations with them.

g. involvement in secondary groups.

h. child-rearing practices.

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i. attitude toward education.

j. conformity to legal norms.

k. outlook for the future (optimistic-pessimistic).

1. material possessions.

m. educational background.

n. travel experiences.

2. Assemble in groups of 7-10 to play the game Ghetto. Thisis distributed by Western Publishing Company, Inc., Schooland Library Department, 850 Third Avenue, New York, New York10022.

3. Assemble in groups of 2-20 to play the game Life Careers,distributed by Western Publishing Company.

4. Select one of the following topics for research, andprepare to report your findings to the class. Thistopic might be researched individually or -with anotherperson.

a. Family life styles of the poor.

b. Eiwtional health of the poor.

c. Historical treatment of poverty.

d. The ramifications of relative deprivation.

e. Organizing the poor.

f. Social class and spending behavior.

g. Who the poor are.

h. How the conditions of poverty are sustained.

i. Poverty and politics.

j. Poverty and the economy.

k. Values of the poor.

1. A comparison between rural and urban poor.

m. Ideologies of poverty.

n. Poverty and the administration of justice.

o. Family planning and poverty.

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5. Outline briefly what you would consider anpolicy for dealing with poverty. Indicateprograms you would retain, which you wouldwould discard.

appropriate governmentalwhich of the currentmodify, and which you

6. Describe poverty as it applies to your community. Throughdiscussions with such community people as welfare workers, realestate workers, grocery store managers, and workers in variouscharitable organizations, determine the kinds of incomes andthe ways in which the poor people secure the necessities of life.Find out how other people in the community feel about the low-income people among them.

7. Turn in reaction cards on two articles on the topic of poverty.

In-class Activities:

1. View and discuss the films "Hunger in America" and "Portrait ofthe Inner City."

2. Discuss the insights gained from reading a novel, biography, orautobiography of a person or family living in poverty. (See out-of-class activity A.)

3. Discuss findings of the students' research on poverty. (Seeof-class activity D.)

Pre-test for Module:

out-

I. Describe the "culture of poverty" in terms of economic, social,and psychological characteristics.

2. Discuss the following statement: "The poor could help themselvesif they would try."

3. Choose the best answer for each of the following questions:

a. Poverty breeds poverty because:

(1) o/ "catches" his desire for success from the peoplewith whom he associates.

(2) the intelligence, necessary to get ahead isbiologically inherited.

(3) middle and upper-class young people almost alwayshave a "pull" with relatives or friends of theirparents.

(4) all of the above.

b. The largest proportion of families in the poverty classare:

(1) aged.

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(2) headed by a person who is not employed full-time.(3) non-white.(4) fatherless.

c. It is not true that most of the unemployed poor:

(1) live in rural areas where there are fewopportunities.

(2) can often read and write passably.(3) have experience in working with tools.(4) have histories of fairly steady work.

d. The term "hard-core poor" refers to:

(1) multi-problem families who fail in nearly everyway.

(2) poverty which tends to perpetuate itself generationafter generation.

(3) unemployed poor who have been t.nemployed for morethan 26 weeks.

(4) those who are poor through le,ziness, indifference,and lack of ambition.

e. Poverty is relative to the prevailing standards of living,meaning that:

(1) there is no absolute, unchanging poverty level.(2) today's poor may have twice what last century's

poor had, yet be in still greater poverty.(3) today's poor may be separated from the comfortable

by a greater gap than ever before.(4) all of the above.

4. True False Poverty is essentially an absolutedeprivation of basic human needs and is thus much the samein all times and places.


The instructional module description which is provided here is oneof thirteen "learning packages" which were produced according to theterms grant from the Office of Education to the Seattle Public Schoolsand WP.stern Washington State College through the Washington State Officeof the Superintendent of Public Instruction. The learning packagepresented here is entitled "Multi-Media Instruction" and was preparedby Robert M. Rice.

Prerequisites

Before attempting this learning package the instructional manager,hereafter referred to as the i.m., should have the following competencies:

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1.

2.

3. Bein

4. Beby

5.

6.

Be able to write behavioral objectives.

Be able to adjust objectives to individual learners.

able to operateschools.

able to prepareteachers.

audio-visual equipment commonly found

instructional materials commonly prepared

Have acquired competence in a subject matter specialty.

Be able to prepare an instructional unit in behavioral termsfor a subject matter specialty.

Instructional Objectives

Task I

The i.m. will be able to define the term "multi-media instructionalpackage" to the satisfaction of the facilitator during the post-assessment.

Task II

The i.m. will be able to list the steps by which media is selectedfor a multi-media instructional package on the post-assessment.

Task III

The i.m. will design a multi-media instructional package.

Task IV

The i.m. will be able to implement a multi-media instructional packageto the satisfaction of the facilitator.

Rationale

The multi-media concept in education can be used to meet the needs ofstudents simultaneously. Also by engaging students with a media that isappropriate to their needs the i.m. can free himself from the role oflarge group instructor and serve as a tutor and counselor for thesestudents who may need this attention.

Materials and Facilities Required

The i.m. will need access to audio-visual materials as well as aclassroom of children.

Pre-Assessment

1. Define the term "multi-media instructional package."

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2. List the steps by which media is selected for a multi-mediainstruetional package.

a.

b.

C.

d..

e.

3. Have you ever designed a multi-media instructional package?If "yes" outline, briefly, the package you designed. Use theback of this page if necessary.

4 Have you ever implemented a multi-media instructional packagein a classroom? If "yes" explain its value or lack of valueto your teaching program. Use the back of this page if necessary.

Pre-Assessment Evaluation

Each item of the pre-assessment corresponds to a task of thislearning package. That is, item 1 corresponds to Task I, and so on.

The facilitator must use caution when evaigating the respondent'sdefinition of the term "multi-media instructional package" in item 1.If there is any doubt as to the respondent's understanding of this term,a "U" for unsatisfactory should be placed in the box on the prescriptionform for Task I (see below). If the definition is satisfactory, an "S"is given for this task. The respondent's definition should resemble thefollowing.

A multi-media instructional package consists of acomplete unit of instruction which includes someof the following: tape lectures, slides, motionpictures.... Each package is highly individualizedso that each student can progress through it at hisown speed. The teacher is freed to work on anindividual basis with each student.

For item 2 the respondent must list the following to receive anfor Task II. All other answers result in a "U" for this task.

1. State the objectives to be covered by an instructionalunit that you have prepared or are familiar with.

2. Select at least two media that would be appropriate tomeet each of these objectives.

3. Adjust the objectives of your unit to the individuallearners by matching each learner to one of the mediaselected for each objective.

4 Assemble the media needed to meet the cbjectives ofyour unit.

5. Make media substitutions if necessary.

If the respondent answers "yes" for item 3 and has outlined a multi-media unit in the judgment of the facilitator, an "S" should be givenfor Task III. All other answers result in a "U" for this task.

If the respondent answers "yes" for item 4 and received an "S" foritem 3, an "S" should be given for Task IV. The respondent's statementabout the value 3r lack of value of multi-media will not influence theevaluation of this task.

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Prescription Form

Pre-AssessmertResults

Post-AssessmentResults

RemediationRecommendations

Ta:;k I

Task IITask IIITask IV

"S" for Satisfactory

Task I

"U" for Unsatisfactory

The i.m. will be able to define the term "multi-media instructionalpackage" to the satisfaction of the facilitator during the post-assessment.

1. James L. Olivero has defined multi-media as "...those materialswhich elicit multisensory (e.g., sight, smell, touch, etc.) response fromthe student. Certainly, educational psychologists have confirmed thetheory that instruction via the multi-media aids can produce modificationsof behavior through learning. The concept of multi-media aids suggests apredetermined rate alid mode of presentation without continued directionby the teacher.

Examples of multi-media aids are: tape recorders, records, mock-ups,filmstrips, still and moving pictures, mock-downs, television, maps,globes, programmed learning materials, reading accelerators, micro-projectors, and so forth. The list could go on ad infinitum, butexamples of the multi-media aids are inappropriate unless the teachercan use the aids as additional tools for improving the quality ofinstruction generally and individualizing the instruction specifically."

From: James L. Olivero, "Technological Aids and Independent Study,"Independent Study: Bold New Venture, edited by David W. Begg, IIIand Edward G. Buffie (Bloomington, Ind.: Indiana UniversityPress, 1965), page 141-142.

Burt Harrell has pushed the basic idea of multi-media aids a bitfurther when he discussed multi-media instructional packages. He statesthat an instructional package "...consists of a complete unit ofinstruction from a pretest to a posttest. It includes some or allof the following: laboratory activities, reading assignments from thetext, lectures by the instructor, taped lectures, slide presentations,motion pictures, sample displays, mapping activities, simulated fieldtrips, and educational gEmes. Each package is designed to provide ahigh degrae of individualized instruction so that each student canprogress at his own rate; the teacher, freed from repetitive classpresentation has time to confer with students or prepare study materials."

Fror.: Burt Harrell, "Audiovisual Programs and Science Instruction,"Audiovisual Instruction, XV (February 1970), page 27-29.

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2. List as many types of media as you can, using the above asreferences.

3. From Harrell and Oliveros' statemelAs, what does a multi-mediapackage do for the teacher?

4. From Harrell and Oliveros' statements, what does a multi-mediapackage do for the student?

5. Write a concise definition of a multi-media instructionalpackage.

Task II

The i.m. will be able to list the steps by which media is selectedfor a multi-media instructional package on the post-assessment.

1. State the objectives tc be covered by En instructional unitthat you have prepared or are familiar with.

Objectives:

a.

C.

(Use the back of this page if necessary.)

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2. Select at least two media that would be appropriate tomeet each of these objectives.

Objective Media

a.

b.

c.


3. Adjust the objectives of your unit to the individual learnersby matching each learner to one or more media as needed foreach objective. (Use another sheet of paper.) All studentselo not proceed through all media. Also adjustment ofobjectives to each learner is an ideal to seek but failureto reach this is not to be construed as improper instruction.

4. Assemble the media needed to meet the objectivos of your unit.List the media and where it can be found.

Media Location

a.

b.

c.

d.


5. Make media substitutions if necessary.

Task III

The i.m. will desigli a multi-media instructional package.

1. After having completed Task II, determine the time to beallocated for your instructional unit. Prepare an opencalendar covering the time allocated for your unit. Thecalendar below is a model that may be helpful. It isrecommended that the i.m. develop his own form.

Calendar

127

2. Prepare pretests and posttests for your unit and schedule them onthe calendar. Note that posttests need not be traditionalpaper and pencil tests and need not be inconsistent withindividualization.

Calendar

Pretest

Posttest

3. Determine which activities are to be carried Out in largegroup sessions and schedule them on the calendar.

Calendar

Pretest 4 Lecture byteacher

Motionpicture

CollegeBowl Review Posttest

i

4. Determine which activities are to be carried out in small groupsessions. Note that a student who is not scheduled for a smellgroup session is expected to work on an individual basis.

Calendar

PretestI Lecture byteacher

sma11 group

1

Small groupI discussiontape

Small groupfilmtrip

I

Small groupsimulatedfield trip

Mbtion: picture

CollegeBowl Review

Posttest

5. Determine which activities are to be carried out on anindividual basis.

Calendar

/

PretestLecture byteacher

Small grouptape indiv.activities

Tndividualactivities

1 Small groupdiscussionind. activities

Small group Small group NotionPicture

CollegeBowa Review Posttestfilmstrip

ind.activitiesfield tripind.activities

Task IV

The i.m. will be able to Implement a Multi-media instructional package_to the satisfaction of the facilitator.

1. Administer the Pretest for your unit to a class of students.

2. Prescribe the activities required_ by each student to meetthe objectives of the unit.

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Sample Prescription Form

Name Date:

All students must:a) Take notes on the lecture-bY the teacher.b) Watch the motion picture.c) Take part in the "college bowl" review.d) Take the unit Posttest.

You must also:a) Listen to the tape lecture.b) Take part in the small group discussion. t

c) Watch the filmctrip.d) Take part in the simulated field trip.e)

f)

Yaa may select of the following:

(Follows a list of activities, at least oneof which should be a free choice activity.)

CALENDAR

Pretest

I

Lecture byteacher

Small grouptape lecture

Individualactivities


SmAll groupdiscussion


Small groupfilmstrip


Small groupsimulatedfield tripIndividualactivities I

MotionPicture

CollegeBowl Review

1

Posttest

.

3. Consider the following:

Less complicated multi-media instructional package designs are bestfor early experiments with this method of instruction.

Younger children will need shorter units.

Reinind the students where the class is in relation to the calendarat the beginning of each day.

Make carbons of the student Prescription Forms aS they will oftenmisplace theirs.

Place a copy of the Calendar on the bulletin board so that studentscan refer to it often.

129

Prescribe more required activities for less self-directed students.

Remember the purpose of the multi-media instructional package is to

free the teacher to work with individual students.

Do not be discouraged if a multi-media instructional package seems

to take lauch time to prepare. Once prepared the teacher should have

little to do but work with individual students and administer the

package. Remember that you are preparing several days or weeks ofinstruction when you prepare a package.

It is to the teacher's advantage to prepare a unit covering a long

period of time as this cuts the ratio of preparation time/class time.

Explore many different kinds and combinations of media.

If it works, lase it!

Good luck!

Post-Assessment

Repeat the Pre-assessment.

Post-Assessment Evaluation

Repeat the Pre-Assessment Evaluation. If the i.m. is found to be

deficient on any task at this point the facilitator will note this fact

on the Prescription Form and will recommend appropriate remediation.

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gECTION VII: STAFF DEVELOPMENT CONFERENCES AT itulSTATE UNIVERSITY COLLEGE AT BUFFALO

The,section -which follaws contains copies of four documents describingvarious aspects of development efforts at the State University Collegeat Buffalo:

1. An article from the Fall 1970 edition of "Perspectives," thenewsletter of the faculty of Professional Studies, which describesProject PACT and its goals regarding performance-basedcertification.

2. A copy of the agenda for a conference held at the College onDecember 7, 1970--"New Certification Processes for TeachersBased on Performance Assessment and a Multi-Agency Approach."

3. A copy of the agenda for a.two-day conference held onJanuary 11 and 12, 1971.

4. A copy of a program--in instructional module format--designedby Rdbert L. Arends, Program Development Specialist for aconference held in Buffalo on April 28, 1971; the conferencefoaased on the concept of competency-based teacher educationand involved all of the colleges, many BOCES personnel, andmany public school personnel from Western New York.

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oma

year

as

co-d

irec

tor

of th

e co

l-

lege

's S

emes

ter

inSi

ena

proi

ram

.

Proj

ect P

AC

Tcu

rren

tly in

clud

es

repr

esen

tativ

es f

r o

in B

uffa

lo S

tate

Uni

vers

ity C

olle

ge, t

heSt

ate

Uni

ver-

sity

of

Buf

falo

,th

e St

ate

Edu

catio

n

Dep

artm

ent,

New

Yor

kSt

ate

Tea

ch-

ers

Ass

ocia

tion,

The

Boa

rd o

f C

o-op

-

erat

ive

Edu

catio

nal

Serv

ices

and

the

com

mun

ity o

f W

illia

msv

ille.

As

the

year

pro

gres

ses,

the

proh

t

hope

s to

exp

and

to in

volv

em

ore

teac

h-

ors

and

repr

esen

tativ

es f

rom

oth

er

area

sch

ool d

istr

icts

, par

ent-

teac

her

asso

ciat

ions

a n

d te

ache

r ed

ucat

ion

Inst

itutio

ns.

"Our

obj

ect,"

sai

d D

r. H

edde

n, "

is

to p

ursu

e a

tren

d th

at is

rap

idly

de-

velo

ping

. We

wan

t to

find

alte

rnat

e

way

s to

cer

tific

atio

n ba

sed

upon

the

perf

orm

ance

of

teac

hers

rat

her

than

the

mer

e ac

cum

ulat

ion

ofco

urse

cre

d-

its." T

he p

ast a

nd p

rese

ntpr

oced

ure

in.

volv

es ta

king

a ce

rtai

n nu

mbe

r 4

cour

ses

to m

eet s

tate

req

uire

men

ts.

Onc

e th

ese

requ

irem

ents

are

met

, ate

ache

r is

cer

tifie

d.

The

New

Yor

k St

ate

Edu

catio

n

Dep

artm

ent h

as b

een

enco

urag

ing

area

edu

cato

rs to

wor

k to

geth

er to

crea

te n

ew w

ays

for

asse

ssin

g th

e

perf

otm

ance

of

teac

hers

as a

noth

er

appr

oach

to c

ertif

icat

ion.

Thi

s is

an a

ttem

pt to

ass

ure

that

a te

ache

r ca

n ac

tual

ly d

o th

e th

ings

a te

ache

r is

exp

ecte

d to

do

in th

e

clas

sroo

m in

wor

king

with

chi

ldre

n

to e

ncou

rage

lear

ning

, Dr.

Red

den

adde

d.

The

pro

blem

isve

ry c

ompl

ex, h

e

cont

inue

d, b

ecau

se m

etho

ds o

fas

sess

-

ing

indi

vidu

al b

ehav

ior

obje

ctiv

ely

mus

t be

deve

lope

d w

hich

can

dete

r.

min

e th

ose

who

hav

e th

e ab

ility

tope

rfor

m in

the

clas

sroo

m a

nd th

ose

who

don

't."T

his

appr

oach

may

bec

ome

an a

l-te

rnat

e ro

ute

for

peop

le w

ith u

niqu

eta

lent

and

cha

ract

er w

hoca

n ac

hiev

ea

leve

l of

clas

sroo

m p

erfo

rman

ce,

per-

haps

with

out a

ll th

e st

anda

rdpr

epar

a-to

ry e

xper

ienc

e,"

Dr.

Hed

den

said

.If

mod

els

of p

erfo

rman

ce, w

hich

take

into

acc

otm

t the

var

iabi

lity

ofte

ache

r ta

sks

and

teac

her

pers

onal

ity,

can

be s

cien

tific

ally

dev

elop

ed, a

per-

son

with

out a

ll th

e re

quir

ed c

olle

geco

urse

s co

uld

be te

sted

on

his

abili

tyto

per

form

in c

erta

in s

ituat

ions

by

part

icip

atin

g in

a s

et o

f ex

peri

ence

s.If

his

per

form

ance

equ

alle

dor

exc

eed-

ed th

at o

f th

e m

odel

, he

coul

d be

onhi

s w

ay to

cer

tific

atio

n.Pr

ojec

t PA

CT

, whi

ch w

as f

orm

ed(C

ontin

ued

on P

age

2)

PA

CT

Stu

dies

Cer

tific

atio

n. .

.(C

ontin

ued

from

Pug

e 1)

unde

r th

e st

imul

us o

f D

ean

Rob

ert B

.Si

mps

on o

f th

e Fa

culty

of

Prof

essi

on-

al S

tudi

es a

nd D

r. J

ohn

D. M

ulhe

rn,

dire

ctor

of

the

Edu

catio

n D

ivis

ion,

has

set t

hese

pri

mar

y ob

ject

ives

:1.

To

prov

ide

lead

ersh

ip, g

uida

nce,

stim

ulus

, dir

ectio

n an

d co

-ope

ratio

n in

deve

lopi

ng te

ache

r pe

rfor

man

ce a

s-se

ssm

ent c

rite

ria

for

cert

ific

atio

n.2.

To

reco

mm

end

to th

e St

ate

Edu

-ca

tion

Dep

artm

ent a

pla

n fo

r ut

ilizi

ngth

ese

crite

ria

for

cert

ific

atio

n of

teac

h-W

S. 8. T

o en

cour

age

and

spon

sor

re-

sear

ch in

per

fonn

ance

ass

essm

ent a

ndde

velo

pmen

t of

beha

vior

mod

els.

4. T

o in

volv

e re

pres

enta

tive

grou

psco

ncer

ned

with

teac

her

educ

atio

n an

doe

rtif

icat

ion

and

to c

o-or

dina

te a

ctiv

i-tie

s in

dev

elop

ing

perf

orm

ance

ass

ess-

men

t cri

teri

a.C

urre

ntly

sev

eral

gro

ups

at B

uffa

loSt

ate

are

also

wor

king

in th

is a

rea.

The

y in

clud

eth

e T

each

er C

orps

;m

embe

rs o

f th

e A

rt E

duca

tion

Div

ls-

ion

Tea

cher

-Lea

rner

Pro

ject

and

par

-tic

ipan

ts in

the

Lac

kaw

anna

Pro

ject

,a

pilo

t urb

an te

ache

r ed

ucat

ion

pro-

gram

.T

he f

ifth

cyc

le T

each

er C

orps

pro

-gr

am is

one

of

seve

n ac

ross

the

coun

-tr

y w

hich

has

bee

n se

lect

ed to

de-

velo

p a

com

pete

ncy

base

d te

ache

red

ucat

ion

prog

ram

. A f

eder

al g

rant

has

brou

ght D

r. R

ober

t Are

nds,

for

-m

erly

of

Mic

higa

n St

ate

Uni

vers

ity,

to th

e co

llege

to s

erve

as

staf

f de

vel-

oper

for

the

corp

s.

He

will

not

onl

y co

llect

and

dis

-se

min

ate

data

rel

ated

to th

e re

sear

chpo

rtio

n of

the

corp

spr

ogra

m, b

ut h

eal

so w

ill s

erve

as

a co

nsul

tant

to th

ein

stru

ctio

nal s

taff

whi

ch w

ill b

e in

-vo

lved

with

dev

elop

ing

inst

ruct

iona

lm

odul

es.

Lac

kaw

anna

Pro

ject

mem

bers

spe

nttw

o w

eeks

dur

ing

the

sum

mer

wri

ting

beha

vior

al o

bjec

tives

for

per

form

ance

asse

ssm

ent,

Dur

ing

the

curr

ent a

cade

mic

yea

rth

e co

unci

l hop

es to

stim

ulat

e th

efo

rmat

ion

of s

ome

stud

ygr

oups

and

expe

rim

enta

l pro

gram

s in

var

ious

loca

lsc

hool

dis

tric

te.

AN

NO

UN

CE

ME

NT

fro

m P

AC

T

"Per

form

ance

Ass

essm

ent C

ertif

icat

ion

Tea

m"

RE

GIO

NA

L C

ON

FER

EN

CE

or

NE

W C

ER

TIF

ICA

TIO

N P

RO

CE

SSE

S FO

R T

EA

CH

ER

S

Bas

ed o

n

0PE

RFO

RM

AN

CE

ASS

ESS

ME

NT

and

a

MU

LA

GE

NC

Y A

PPR

OA

CH

(Pro

fess

iona

l Ass

ocia

tions

Scho

ol D

istr

icts

Hig

her

Edu

catio

n In

stitu

tions

)

Hea

r D

R, H

ER

BE

RT

Hun

onth

isto

pic

Mon

day,

Dec

embe

r 7,

197

07:

30p.

m.

Stat

e U

nive

rsity

Col

lege

at B

uffa

loC

ampu

s Sc

hool

Aud

itori

um

Prog

ram

PER

FOR

MA

NC

E B

ASE

D T

EA

CH

ER

CE

RT

IFIC

AT

ION

A N

EW

APP

RO

AC

H

Stat

e U

nive

rsity

Col

lege

at B

ufia

loC

ampu

s Sc

hool

Aud

itori

um

ink

Mon

day,

Dec

embe

r 7,

197

07:

30 p

.m.

0 11)

Cha

irm

anD

R. C

AR

YL

G. H

ED

DE

N

PAC

T C

oord

inat

or

Wel

com

ePr

esid

ent E

. K. F

RE

TW

EL

L J

R.

Stat

e U

nive

rsity

Col

lege

at B

uffa

lo

Perf

orm

ance

Ass

essm

ent

Prom

ise

or P

anic

?

WH

Y P

erfo

rman

ce A

sses

smen

t

Cer

tific

atio

n fo

r N

ew Y

ork

Stat

e

DR

. RO

BE

RT

B. S

IMPS

ON

, Dea

n

Facu

lty o

f Pr

ofes

sion

al S

tudi

es

Stat

e U

nive

rsity

Col

lege

at B

uffa

lo

TH

EO

DO

RE

E. A

ND

RE

WS,

Ass

ocia

te

Bur

eau

of T

each

er E

duca

tion

Div

isio

n of

Tea

cher

Edu

catio

n an

d C

ertif

icat

ion

New

Yor

k St

ate

Edu

catio

n D

epar

tmen

t

"PE

RFO

RM

AN

CE

ASS

ESS

ME

NT

CE

RT

IFIC

AT

ION

:

The

WA

SHIN

GT

ON

STA

TE

MO

DE

L"

PRO

FESS

OR

HE

RB

ER

T H

ITE

Wes

tern

Was

hing

ton

Stat

e U

nive

rsity

Pane

l of

inte

rrog

ator

s

For

Prof

essi

onal

Ass

ocia

tions

MA

RG

UE

RIT

E J

. WA

LT

ER

S, C

oord

inat

or

of P

rofe

ssio

nal S

ervi

ces,

NY

STA

DR

. JE

RR

Y J

. HE

RM

AN

, Sup

erin

tend

ent

Lew

isto

n-Po

rter

Cen

tral

Sch

ool

For

Scho

ol D

istr

icts

For

Tea

cher

Pre

para

tion

Inst

itutio

ns

For

Tea

cher

Edu

catio

n St

uden

ts

For

Com

mun

ity

Aud

ienc

e Pa

rtic

ipat

ion

DR

. CH

AR

LE

S R

. FA

LL

Prof

esso

r of

Edu

catio

n, S

UN

YA

B

DO

NN

EE

HIL

L, T

each

er C

orps

MN

. Jud

ith B

aski

n, L

acka

wan

naPr

ojec

t

MR

S. F

LO

RE

NC

E E

. BA

UG

H,

Dir

ecto

r

Elli

cott

CA

O C

ente

r

WH

Y T

HIS

CO

NFE

RE

NC

E N

OW

?

The

New

Yor

k St

ate

Edu

catio

n D

epar

tmen

t is

com

mitt

ed to

dev

e!op

ingn

ewpr

oces

ses

for

!Eck

el

cert

ific

atio

n ba

sed

on p

erfo

rman

ce a

sses

smen

t, i.e

.,

prov

en a

bilit

y to

do

wha

ttea

cher

sar

e ex

pect

ed

to d

o, r

athe

r th

an th

e pr

esen

t pro

cess

of

cour

se

accu

mul

atio

n, T

hese

new

pro

cess

es m

ust

invo

lve

scho

ol d

istr

icts

and

pro

fess

iona

l ass

ocia

tions

as

wel

las

high

er e

duca

tion

inst

itutio

ns p

repa

ring

teac

hers

, Thu

s, Y

OU

will

be

invo

lved

.

WH

Y P

AC

T ?

PAC

T"P

erfo

rman

ce A

sses

smen

t Cer

tific

a-

tion

Tea

m"

is a

Wes

tern

New

Yor

k re

gion

al

plan

ning

grou

p re

pres

entin

g m

any

educ

atio

n-

conc

erne

d ag

enci

es c

oope

ratin

g w

ith th

eN

ew Y

ork

Stat

e E

duca

tion

Dep

artm

ent i

n de

velo

ping

reco

m-

men

datio

ns f

or th

is "

perf

orm

ance

" ap

proa

chto

cert

ific

atio

n.

Serv

ing

on P

AC

T a

re r

epre

sent

ativ

es o

f:

SCH

OO

LD

IST

RIC

TS

CO

LL

EG

ES/

UN

IVE

RSI

TIE

SL

OC

AL

TE

AC

HE

R A

SSO

CIA

TIO

NS

NY

STA

PTA

CO

MM

UN

IT

Y

STU

DE

NT

SN

EW

YO

RK

ST

AT

E E

DU

CA

TIO

N D

EPA

RT

ME

N1

The

CO

NFE

RE

NC

E w

ill e

xplo

re th

e R

OL

ES

each

agen

cy m

ay p

lay,

State University College

1300 Elmwood Avenue

Buffald, New York

14222

PROFESEgLI=Eoli LTA_I_JAn

The Division is sponsoring a two-day conference on January 11 and 12th as a

follow-up to the sessions on December 7 and 8th with Dr. Hite.

The program has been

cooperatively planned with the Advisory Council by Dr. Masla and is designed to bring

us up-to-date information on teacher education which is not readily available through

other sources. The program on January 11

,11 be as follows:

900 a.m.:

Dr. Vincent Gazetta,. N.Y. State Dept. of Education

10 30 a.m.:

Dr. Will Weber, Syracuse University

12:00 noon:

Lunch

1:00 p.m.:

Dr. James Collins, Syracuse University

2:30 p.m.:

Questions -- Discussion Period

3:30 p.m.:

Close of session

The, program on January 12 will consist of four options, of which you may

Choose:Wo.

The directors of four of:the Model Elementary Teacher Education Programs

Morning and an afternoon seminar session on their respective model

prOgraM.:. The sesSiOns will be discussion-oriented rather than information-oriented

and4oumay want' to brush up on the model overviews.

Each session will be limited to

25'peraOns and we will have a scheduling procedure worked out before January llth.

11he mOdels:land the directors

are:

ComField Model:

Florida State Model:

Michigan State Model:

Wisnonsin Model:

Dr. Del Schalock, Northwest Regional Laboratory

Dr. Norman Doodl, Florida State University

Dr. Robert Houston, University of Houston

Dr. Vere DeVault, University of Wisconsin

The January llth Sessions will be held in the Campus School Auditorium.

The January 12th sessions will be scheduled in various Campus School rooms.

PACT:001:00

A. Module Cluster designed to

Convey Information relative to

Competency-Based Teacher Education

and Performance-Based Certification

by

PACT Conference Cor-nittee

Robert Arenas - Program Development Specialist - Teacher Corps

Louis Fabiano - President, Maryvale Education Association

Charles Fall - SUNY at Buffalo

Carl Hedden - PACT Chairman

Sister Karen Kolbeck - Meaaille

Steven Korach - Lackawanua Pdblic Schools

William McQuay - President Lewiston-Porter Education Association

Willard Schum - SUCB

April 28, 1971

Conference Moderators

Charles Fall - StINY at Buffalo Louis Fabiano - Maryva le

-10 7-

General Objectives

The general objectives of this module cluster are: To providemembers of PACT and other interested parties background informationrelative to Competency-Based Teacher Education and Performance-BasedCertification. To provide the opportunity for small group inter-action concerning the topic both at the cognitive and affective levels.To stimulate interest and further inquiry on the :art of all partiesconcerning Competency-Based Teacher Education and Performance-BasedCertification.

Cluster Prerequisites

Cluster prerequisites include but are not limited to the following:

1. A position of responsibility and leadership in education.2. A desire to learn more dbout Competency-Based Teacher

Education and Performance-Based Certification.3. Willingness to attend conference.4. Open mind.

Modules Within the Cluster

This cluster contains six modules, the majority of which arerelated to the topic of Competency7-Based Teacher Education andPerformance-Based Certification. The Modules are as f011ows:

PACT:001:01PACT:001:02PACT:001:03PACT : 001 : 04

PACT:001:05PACT:001:06

Registration, Coffee, Breaks, and LunchConcept and position of various agenciesReports from on-going programs.Question and answer session.Small group discussions.Wrap-up session.

PACT:001:01

Objectives

The conference participant will be able to acknowledge hisregistration and provide identification to other participants. Theparticipant will have partaken of a stimulant of his choice and thuswill stay awake during the conference. The participant will haveobtained and consumed sufficient mid-morning nutrition to avert hungerpains. The participant will have consumed lunch in order to maintainproper nutrition. The participant will be sufficiently refreshed bythe mid-afternoon R and R to continue until the end of the conference.

Prerequisites

The participant will need to arrive at the Clardon between 8:30and 9:00 a.m. on April 28, 1971.

Pre-Assessment.

None

Activities

1. Pre-conference (8:30-9:00)a. Pay conference fee if not pre-registered-b. Obtain name tag, complete same if not pre-registered, and

pin or fasten on left side of chest.c. Drink coffee (cream and sugar optional).d. Circulate and converse with fellow participants.e. Report to main conference area and be seated by 9:00 a.m.

2. Mid-morning break (10:20)a. Attend to personal needs.b. Secure coffee and rolls, consume same (optional).c. Return to session by 10:40.

3. Lunch (12:00)a. Attend to personal needs.b. Obtain and consume spiritus fruitmentum optional).c. Consume lunch.d. Report to amall group session at 1:15.

4. Mid-afternoon break (3:00)a. Attend to personal needs.b. Obtain and consume refreshment (optional).c. Report to main conference area for summary discussion.

Post-Assessment

The success of this module will be determined by:1. Attendance of invited participants (80% will signify

success).2. Participants awake during conference (less than 5% sleeping

will signify success).3. Participants remaining during entire conference (80% will

signify success.

PACT:001:02

Gbjective

The participant will have assimilated sufficient cognitiveinformation in rd to Competency-Based Teacher Education andPerformance-Based Certification, as interpreted by NYSTA, New YorkState Education Department, and PACT to understand the concept andits implications for the future.

Prerequisites

SuccessfUl completion of module PACT:001:01 section 1-e.

Activities

1. Listen to presentations as follows: (9:00-10:20)

a. Introduction to Concept Dr. Robert Arenas, SUCB

b. The State Education Department Mr. Ted Andrews, StateViewpoint "Process Standards) Education Department

c. The NYSTA Position

d. PACT: Where Does It Fit?

Miss Margarite Walters,NYSTA

Dr. Caryl Redden, SUCB

2. Read materials related to the subject (These materials arelisted in the bibliography on page at the back of the program.

3. Participants Option

Post-Assessment

None.

Notes

PACT:001:03

Objective

The participant will have assimilated sufficient cognitiveinformation to appreciate the problems of implementing a Competency-Based Teacher Education program.

Prerequisites

Successful completion of module PACT:001:01 section 2-c.

Pre-Assessment

None

Activities1. Listen to presentations as follows: (10:40-11:20 a.m.)

a. The Ladkawanna.(UUTEP) Project Mr. Donald Graves,Lackawanna

b. Buffalo Teacher Corps Dr. John Masla, SUCB

2. Read materials related to the subject. These materials arelisted in the bibliography at the back of the program.

3. Participant's Option.

Post-Assessment

None

Notes

PACT:001:04

Objective

The participant will take an active role in asking questionsregarding the previous presentations.

Prerequisites

Attendance at and alertness during presentations.

Pre-Assessment

None.

Activities (11:20 a.Ia. - 12:00 noon)

Be an active particiiaant of theand/or listening to the answers.

Discussion Leader: Tr,:. Charles

Post-Assessment

None.

Notes

discussion by asking questions

Fall, SUNY at Buffalo.

PACT : 001 :05

Objective

The participant will take an active role during small group sessionsin reacting to prepared questions regarding Competency-Based TeacherEducation and Performance-Based Teacher Certification.

Prerequisites

1. Successful completion of Module PACT:001:01 section 3-d.2. Attendance at proper group (announcement of groups and area

during pre-lunch question and answer session).

Pre-Assessment

Nont!.

Activities (1:15 - 3:00 p.m.)

1. Discuss prepared questions and statements:

a. What Competencies? Established by Whona

b. What is the role of each of the agencies; that is, College,Pdblic Schools, Community, Associations, State Department,and so forth?

c. Is a competency-based program inhumane and rigid?

d. Who will judge the performance?

e. Can it be done in all disciplines?

2. Formulate and react to own questions.

3. Choose most burning issue for further discussion in finalsession:

Discussion Leaders:

James ContiSteve KorachSister MhuraWilliaxa McQuayLucy StephensonSteve WinterSister KarenJohn MulhernDan WeppnerJames Young

NYSTALackawannaRosary HillLewiston-PorterRosarY RillSUNY at BuffaloMadaille (alternate)SUCB (alternate)SUCB (alternate)SUCB (alternate)

Post-Assessment

Post-assessment will be measured by the amount of meaningfuldiscussion and feedback generated from the groups.

PACT:001:06

Objectives

The participant will have assimilated sufficient cognitiveinformation concerning the "burning issues" regarding Competency-Based Teacher Education and Performance-Based Teacher Certificationto internalize the concept and problems.

Prerequisites

SuccessfUl completion of Module PACT:001:01 section 4c.

Pre-assessment

None.

Activities (3:15 - 4:clo p.m.)

Listen to the discussion of the burning issues by the panel.Questions from the floor will be welcomed if time permits:

Discussion leader: Mr. Louis Fabiano, Maryvale EducatorsAssociation.

Post-Assessment

Individual satisfaction on the part of the participants that theyhave a clearer understanding of the concept, issues, and problems.

Notes

Selected Bibliography on Competency Based Teacher Education andPerformance Based Certification

Andrews, Theodore E. "Certification Reform: The Search for 'BetterFolk," New York State Education (February 1970), 17-18.

Andrews, Theorore E. New Directions in Certification: Washington.Denver, Colo.: Improving State Leadership in Education Office(September 1970). (Mimeofp-aphed pre-publication issue.)

Arends, Robert L., Masla, John A., & Weber, Wilford A. Handbook forthe Development of Instructional Modules in Competency-Based

Teacher Education Programs. Buffalo, N. Y.: The Center for theStudy of Teaching, Bishop Hall, State University College, 1971.

Armstrong, Robert J., et al. Developing and Writing BehavioralObjectives. Tucson, Ariz.: Educational Innovators Press, Inc.,1968.

B1,Dom, Benjamin S. (ed.) Taxonomy of Educational Objectives: TheClassification of Educational Goals. Handbook I: CognitiveDomain. New York: David McKay, Inc., 1965.

Burkhart, Robert C. (ed.) The Assessment Revolution: New Viewpointsfor Teacher Evaluation. Albany, N. Y.: New York State EducationDepartment, 1968.

Commission on Teacher Education and Professional Standards. TheProfession's Role In Certification (A Conference Report). Albany,N. Y.: New York State Teachers Association, 1970.

Cook, Desmond L. Program EValuation and Review Technique: ApplicationsIn Education. Washington, D. C.: U. S. Office of Education(OE 12024), 1966.

Drummond, William H. "The Meaning and Application of PerformanceCriteria in Staff Development," Phi Delta Kappan (September 1970),32-35.

ERIC, Comprehensive Models on Teacher Education and Studies of theModels. Washington, D. C.: ERIC Clearinghouse on TeacherEducation, 1971. (A complete bibliography.)

Falls, Charles. Behaviors Knowledge and Basic Concepts Related toTeaching. Buffalo: State University of New York, 1963.

Fallg, Charles, & Blau, Guitta. Teacher Competency and the ProfessionAlbany, N.Y.: NYS TEPS Commission, 1969. (Mimeographed.)

Gage, N. L. (ed.) Handbook of Researdh on Teaching. Chicago: RandMbNR1ly &

Gagne, Robert M. "Educational Objectives and Human Performance,"Learning;and the Educational Process. Edited by J. D. Krumbol-;z.Chicago: Rand McNally, 1965, 1-24.

Kibler, Robert, et al. Behavioral Objectives and Instruction.Boston: Allyn and Bacon, Inc., 1970.

Krathwohl, David R. (ed.), et al. Taxonomy of Educational Ob actives:The Classification of Educational Goals. Handbook II: AffectiveDomain. New York: David McKay, Inc., 196k.

Lierheimer, Alvin P. "Changing the Palace Guard," Phi Delta Kappan(September 1970), 20-25.

McAshan, H. H. Writing Behavioral Objectives: A New Approach.New York: Harper and Row, 1970.

Mager, Robert F. Preparing Instructional ObJectives. Belmont, Calif.:Fearon PUblishers, 1962.

Mager, Robert F. °: Pipe, Peter. Analyzing Performance Problems orYou Really Oughta Wanna. Belmont, Calif.: Fearon PUblishers,1971.

Popham, W. James, & Baker, Eva L. Establishing Instructional Goals.Englewood Cliffs, N. 3.: Prentice-Hall, 1969.

Smith, B. O. (ed.) "Research on Teacher Performance Criteria" inResearch on Teacher Education: A Symposium. Englewood Cliffs,N. J.: Prentice Hall, 1971.

Williams, George L. "Teacher Preparat5on--The Road to ProfessionalAutonomy," New York State Education (February 1970), 22-24.

TEPS. Report on the 1970 Workshop of the Organization of State TEPSChairmen and Consultants, NEA. Washington, D. C.: NationalEducation Association, 1970.

Young, James. "Confusion is -- Certification by Performance," New. YorkState Education (February 1970), 20-23.

Material to look for: AACTE-AASA-0E0 Task Force "72" Bibliography.

SECTION VIII: IN-SERVICE PROFESSIONAL CONFERENCESAT TEXAS SOUTHERN UNIVERSITY

The section which follows contains copies of the programs fromfour In-Service Professional Conferences which were held at TexasSouthern University. The conferences were sponsored. by the TeacherCorps Project, the Basic Skills Programs in Language and. LanguageArts, the Training of Trainers of Teachers Project, and. the Departmentof Secondary Education. The conferences which were held. January 12,February 9, mArch 12 and. 13, and. April 14 and. 15, 1971, focused. onfour major topics: (1) competency-based. education and. instructionalmodules, (2) teaching models and. behavioral objectives, (3) theIndividualized Performance-Based. Teacher Education Program, and.(II-) the systems approach to curriculum improvement. Copies of theconference programs follow.

An

IN-SERVICE PROFESSIONAL CONFERENCEon

COMPETENCY BASED EDUCATION:INSTRUCTIONAL MODULES

For the Staff of

TEXAS SOUTHERN UNIVERSITY

Presented By

THE TEACHER CORPS(PETCO)

in cooperation. with

THE BASIC STUDIES PROGRAMS

IN LANGUAGE .ARTS AND MATHEMATICS

TRAINING TRAINERS OF TEACHERS PROGRAM(TTT)

CONFERENCE TIMETABLE

TUESDAY, JANUARY 12, 1971

9:00 - 9:30 - Coffee (Foyer, MKL Building)

9:30 - 11:45 - FIRST GENERAL SESSION

Dr. H. H. Hartshorn, PresidingVice President - Texas Southern University

GREETINGS . Dr. Robert J. Terry, DeanCollege of Arts and Sciences


SYMPOSIUM . . OOOOOOOO 11001.0. 00 Project DirectorsHunter 0. Brooks, Moderator

Coordinator of TSU History Education ProgramAmerican Historical Association

Dr. W. R. Strong, DirectorBasic Studies Program in LANGUAGE ARTS

Dr. L. L. Clarkson, DirectorBasic Studies Program in MATHEMATICS

Dr. C. A. Berry, Coordinator of Field ActivitiesTraining of Trainers of Teachers (TTT)

Dr. J. 0. Perry, DirectorTeacher Corps Program (PETCO

11:45 - 1:30 - LUNCH - DUTCH(Note: Lunch has been prepared for you in Bolton Hall. Please

also note that tables have been set up by departments topermit further dialogues on the proceedings thus far )

1:30 -4:00 SECOND GENERAL-SESSION

Dr. Robert J. Terry, PresidingDean, College of Arts and Sciences


Introduction of Presenter .Diretor of Trtntitrati cm al Research

g.....vg-rthe!rn

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PRESENTATION - "Instructional Modules:

"Instrt_ctional Modules: Their Development and Use"

Dr. Charles E. Johnson, DirectorEducational Models Project

University of GeorgiaProfessor of Education

QUESTIONS and ANSWERS

REACTIONS . . . .

National Representatives of the Four. Programs

Dr. Mary Jane Smalley, Chief of the TTTTrainers of Teacher Trainers

Dr. Daniel Thompson, Director, Leadership Training Institute(TDDS) - Dillard University

Dr. W. R. Hazard, Member-Leadership Training InstituteTTT Projects - Northwestern University

Mr. Ray Mazon, Regional DirectorTeacher Corps

Moving innovative teaching techniques from off the printed page into theclassroom is one of the major problems facing teacher training institu-tions today. We believe that probably the most effective way is toinvolve the entire staff in work-training sessions in which the newapproach is actually used. Thus, this one-day conference on instruc-tional modules, learning modules, and behavior modification. Today'sconference will be followed by small group meetings, large groupmeetings and work sessions. We trust that you will become involved! ! !

TO START YOUR THINKING

A. Glossary of Terms

Competency Based Teacher Education:A program in which the competencies to be acquired by thestudent and the criteria to be applied in assessing the com-petency of the student are made explicit and the student isheld accountable for meeting those criteria. The competenciesreferred to are those attitudes, skills, understandings, andbehaviors which facilitate the intellectual, social, emotional,and physica1 growth of students. Therefore, the criteria usedin assessing the competency of students are of three kinds:

Knowledge Criteriawhich are used to assess thecognitive understandings of the student.

Performance Criteria which are used to assessthe teaching behavior of students.

Product Criteria which are used to assess thestudent's ability to teach by examining Theachievement of pupils taught by the student.

Instructional Objectives:Those competencies which specify tiehaviors (and possiblyattitudes, skills, and/or understandings) to be acquiredby the student.

Con:_Tetency Based Curricula:Programs in which the competencies to be acquired by thestudent and the criteria to be applied in assessing the com-petency of the student are made explicit and the student isheld responsible.

timj-ns orct:AnalThe rigorous application of systematic techniques in programdesign and operation-

Field Oriented Curricula:Programs which are reality oriented with students spendinga considerable portion of their time in interaction withchildren in school settings.

Personalization of Instruction:Programs which use a series of learning activities intendedto facilitate the students' achievement of specific objectivesas compared with programs which use a less flexible coursestructure.

Utilization of instructional Modules:Programs which use a. series of learning activities intendedto facilitate the student's achievement of specific objectivesas compared with programs which use a. less flexible coursestructure.

B. Questions for Discussion

In what respects does a competency based program differ fromwhat we are already doing?

How should the competency level be determined and who shoulddetermine it?

If a decision is made by professional education to move in thedirection of competency based education, to -what extent shouldthe other disciplines be involved? How can such involvementbe assured?

How might we go about setting up competency levels for thecourses offered in our several departments?

To what extent should the community be involved in our move-rnent toward competency based education?

To what extent should elementary and secondary schoolpersonnel be involved in our moving toward competencybased education?

What is the role, if any, of the systems approach in makingdecisions relative to competency based education?

ANNOTATED BIBLIOGRAPHY

Gideonse, Hendrik D. "Behavioral Objectives; Continuing the Dialogue, "The Science Teacher. 36:5154 (January, 1969).

Describes the development of behavioral objectives as thegeneration of criterion measures which will help whether thecurriculum development activity has value before it has begun,which will serve as effective and modifiable guides to thecurriculum development process, and which will provide atleast minimum standards by which the efficiency and effective-ness of the completed product can be assessed.

Four questions were considered:

1. What should we mean by the phrase "behavioral objectives"?2. What criteria (or whose? ) should we employ in our

attempt to better the practices, process, materials,and organiz=tional forms by which we carry outinstruction and education? Which should we thinkabout before we begin, which should we think aboutas we proceed, and which should we apply after wehave completed an effort? Whose criteria of "better"do we accept?

3. Do we know enough about learning, cognitive develop-ment, motivation, and so on to build instructional systemsof greater effectiveness than the ones we currently usein our schools?

4. What conclusions, if any, should we draw from the factthat curriculum building costs millions of dollars?How should we ask for results? How do we determineaccountability? How do we judge whom and what to support.

Hengst, Herbert T., "A Question of Accountability, " Journal of TeacherEducation, XVII,- No. 1, 27-33, 1966.

Emphasizes the potential influence of teacher-scholars on millionsof individuals, society and history. Such influences raise aserious question regarding professional accountability (willing-ness and ability to be answerable for claimed competence as ateacher, a scholar and a service agent). Higher Educationestablishes its accountability through accreditation processes;systematized and formal approaches to professional account-ability of college teachers is at best laissez faire. Discussedthe arguments for and against the need for a more formalizedpattern of accountability.

1. Should provide opportunities to demonstrate one'scompetence in the teaching function and in scholarlyactivities.

2. Should be conducted by representatives of the academicprofession whose competence has been established.

3. Must be readily communicable to the nonprofessionalpublic.

4. Should be characterized by standards that deal withentry-level competencies.

5. Should provide for an endorsement of the individualby an official endorsing body.

Popham, W. James and Baker, Eva L. Systematic Instruction,Prentice-Hall, Inc., Erglewood Cliffs, New Jersey: C. 1970.

Proposes a four step goal-referenced model for a systematicapproach to instruction which focuses on the learner. The foursteps (specification of objectives, pre-assessment, instruction,and evaluation) and their interdependencies are explored. Themodel is then related to the sequencing approaches of Bloomand Gagne, as well as various situations in the educationals etting.

Pophaxn, W. James, "The Performance Test: A New Approach to theAssessment of Teaching Proficiency, " Journal of Teacher Education,XIX, No. 2, 216-222, 1968.

Discusses the dilemmas confronted in attempting to measureteacher effectiveness by- way of ratings, checklists, observationschedules and scales, and standardized achievement testsadministered to students. Proposes that teacher-competenceassessment should be based on the criterion of pupil growth.Discusses several theoretical problems (e. g. , validation of per-formance tests and making operational objectives sufficientlyreliable and discriminating to attest real differences in per-forrnance) and practical problems (e. g. , securing cooperationof schools for try-out purposes and the effect on teacherenthusiasm for teaching when they are given prescribed objec-tives). Results of an experimental field trial of a performancetest (which Included resource materials, instructional objectivesand pro and post-tests) by three experienced teachers and th-_-eeinexp.orienced teachers showed that students under the experiencedteachers made significantly higher scores than students under theinexperienced teachers.

Weinstein, Gerald and Fantini, Mario D. Toward HumanisticEvaluation: A Curriculum of Affect. Praeger Publishers,New York, 1970.

The "secret" of motivating the child to involve himself in thelearning process -- whatever his age, socio-economic level,or cultural background -- is to deal in some way with the deepunderlying feelings, wishes, and fears that stimulate his actionsand color his response to the world.

This was the major finding of the Elementary School TeachingProject, and action-research program undertaken by the FordFoundation's fund for the Advancement of Education in anattempt to discover teaching practices that had provedsuccessful with ghetto children. Spurred by this conclusion,the program staff turned its efforts to the development of aII curriculum of affect, " a modeI for teaching based on pupils'concerns and feelings rather than on. purely cognitive goals.By adapting this model, described and illustrated in this book,to suit his own competencies and the needs of his students, theteacher can identify his pupils' concerns, use them in teachingstandard intellectual content, or deal with them directly, ascontent in their own right. The model thus embodies an open-ended approach to teaching and learning that engages the childas a whole-hearted participant in the educational process bymaking that process "relevant" to him in the most profound sense.

IF YOU CARE TO READ!

Allen, W. C. et al. , "Performance Criteria for Educational PersonnelDevelopment: A State Approach to Standards," Journal ofTeacher Education, 20:133-35, 1969.

Berman, Mark L., "Educational Innovation from College Down, "Educational Technology, 9:31 -32, January, 1969.

Elam, Stanley, "The Age of Accountability Dawns in Texarkana, "Phi Delta Kappan, LI, No. 10, 609-14, June, 1970.

Glaser, Robert, "Theory of Evaluation of Instruction: Changes andTrends, " Proceedings of the Symposium on Problems in theEvaluation of Instruction, Occasional Report No. 13, Universityof California, Los Angeles.

Silverman, Robert E. , "Theories and Models and Their Utility, nE-1-acational Technology, 7:1-6, October, 1967.

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At 401

An

IN-SERVICE PROFESSIONAL CONFERENCEon

TEACHING MODELSand.

BEHAVIORAL OBJECTIVES

At The

South Central Branch YMCA

3531 Wheeler StreetHouston, Tex-ss 7/004--

160

TEXAS SOUTHERN UNIVERSITY

Presented By

VatIL

&t.-t

T RAINING TE '; r; A INERSOF TEAV;HER6

in cooperation with

THE BASIC STUDIES PROGRAMS

IN LANGUAGE ARTS AND MATHEMATICS

and the

TEACHER CORPS PROJECT t-

(PETCO)

on

I- WelcomeII- Rationale far Inservice Program

PretestObjecresTeaching Models

Behavioral ObjectivesEntering BehaviorInstructional ProceduresInstriactional Akssessment

VI. Techniques in Writing Behavioral ObjectivesTaaconom*Basic Components(a.) Terminal behavior(b) Conditions(c) Criteria

E"ramples of Behavioral ObjectivesVIII. Post test

IX. Feedback

*To be cusciassed as a major topic

RATIONALE

The frontiers of education are not static; they are vibrantand dynamic. We, the associates of experimental programs, areon the cutting edge of new approaches, developments, and innovations

in education. Departmental chairmen are in an excellent position to

test the validity and realiability of innovative changes. Therefore, wewould like to share with you some of the things that we are doing with

our participants in hopes that you will provide a fertile environment

for their continuous growth and development.

Moving innovative teaching techniques from off the printed

pages into the classroom is one of the major problems facing

teacher training institutions today. We believe that probably the mosteffective way to involve the entire staff is through an orientation ofdepartmental chairmen. Thus, this one..day seesion on teachingmodels and behavioral objectives. Tonight's session will be followedby small group meetings. We trust that you will become involved.We further hope that you will administer the final acid test to them(teaching models and behavioral objectives) in order to determinetheir reliability, validity and practicality in active classroom situations.

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OBJECTIVES

At the termination of the inservice program, supervisingteachers will:

1. When given a schematic diagram of Glaser'sinstructional model successfully fill inthe boxes without the use of outside aidswith 1007 accuracy.

2. List with 100% accuracy the three taxonomic domainsas identified by Bloom and Krathwohl.

3. List with 100% accuracy the three components of abehavioral objective as descrEbed by Mager.

4. When given examples of behavioral verbs, distinguishthose words whieh are open to many interpretationsfram those which are not open to many interpreta-tions with 80% accuracy.

When given examples of objectives distinguish thosethat are behavioral from those that are non-behavior-al with 80% accuracy.

6. When given examples of behavioral 'objectives categor-ically identify them as cognitive, affective orpsychomotor with 90% accuracy.

Write at least one behavioral objective which includesall three components as described by Mager.

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164

TEACHING MODELS

Historically there have been many teaching models re-

ported in the literature. Among those reported have beenthe Socratic nodel (Jordan, 1963), the Classical-HumanistModel of the JUsuits (Broudy, 1963), and fhe Personal Develop-ment Model (Combs and Snygg, 1959) , A. Computer-Based TeachingModel (Stolurow and Davis 1965), A, Model for School Learning(Carroll, 1963) and A Basie_Teaching Model (Glaser 1962). Byfar the most simplified and the one that is the most flexibleand adaptable to almost any teaching style is Glaser's Basic

Teaching Model:

OEHAVIORALpBJECTIVES E => UR ES > ASSESSMENT

ERENGI_. rNSTRUCTION/1._ IPERFORMAN

HAVIOR PROCED

A

FEFDBACK LOOPS

Behavioral objectives are explicit statements of instruc-

tional objectives which identify the end product of instruction

in terms of observable human accomplishments (or performance),

whidh is the outcome of behavior. To determine whether or not

a student has learned something, we observe not his behavior

but the outcome of his behavior. 1We often .refer to these end

products of instruction as terminal performance.

Entering behavior describes the behaviors the student

must have acquired before he can acquire particular new termi-

nal behaviors. More simply, entering behaviar describes the

present status of the student's knowledge and skill in referenceto a future status fhe teadher wants him to attain. Enteringbehavior is, therefore, where the instruction must always begin.

Terminal behavior is where the instruction concludes. We candescribe teaching as getting the student from where he is to

where we would like:him to be--as moving from entering to

terminal behavior.

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1.65

Instructional Procedures is the third component of thebasic teaching model. This component simply describes whatmethods, activities and considerations will be used to teachskills, concepts, principles, and problem solving. There areseveral factors which will determine fhe proper selection al.'design of instructional procedure. Among these are objectives,entering behavior, needs, interests and abilities of thestudents, etc.

Performance assessment, the fourth component of the basicteaching model, is nothing more than the use of classroom andstandardized test procedures to measure the terminal perfor-mance of the students. Perfovmance assessment is intimatelyrelated to all four components of the basic teaching model.You assess those performances described in the instructionalobjectives--the terminal performances. The closest relation-ship, therefore, lies between the first and fourth components,instructional objectives and performance assessment. Perfor-mance assessment, however, is also a major source of feedbackon fhe adequacy with which we have assessed the variations instudent entering behavior and on the appropriateness of ourinstructional precedures and materials.

Secondary student teachers, although familiar with othermodels, are encouraged to follow Glaser's Model because of theease with which it can be adapted to any teaching method orstyle. Such flexibility allows the student teadher to followthe initial pattern that has been set in the classroom by thesupervising teacher, and at the same time it assures that thefundamental components of teaching are followed in theirlogical sequence.

TECHNIOUES IN WRITING BEHAVIORAL OBJECTIVES

Taxonomy:

In recent years educators have concerned themselves withthe overt behavior of learners in determining learning out-

comes. This has been especially useful to teadhers who areattempting to state their instructional objectives in behav-ioral terms; sudh learning outcomes can best be described byidentifying specific changes in student behavior.

One of the most useful guides in identifying and defin-ing instructional objectives is tbe Taxonomy. of EducationalObjectives (Bloom, 1956; Krathwohl, 1964). The taxonomy pro-vides a classification of educational Objectives that isanalogues to the classification sCheme used for plants andanimals.

The taxanomy is divided into three parts or DOMAINS:

1. THE COGNITIVE DOMAIN: Emphasizes intellectualoutcomes.

A. KnowledgeB. ComprehensionC. ApplicationD. AmmlysisE. SynthesisF. Evaluation

TEM:AFFECTIVE 'DOMAIN: Emphasizes feelings andemotions.

A. ReceivingB. RespondingC. ValuingD. OrganizationE. Characterizetion by a value or value complex.

ME PSYCHOMOTOR DOMAIN: Emphasizes motor skills.

(Category development is not complete)

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16

The major categories in the cognitive and affectivedomains above identify types of learning outcomes to considerwhen writing and defining instructional objectives. It

should be noted that the categories for classifying objectivesin each domain of the taxanomy are arranged in hierarchicalorder, from the simplest behavioral outcomes to the most cam-

p1=c. For example, the cognitive domain starts with simpleknowledge outcomes and then proceeds through the increasinglycomplex levels of comprehension, application, analysis,synthesis, and evaluation. Each category is assumed to includethe behavior at the lower levels. Thus comprehension includesthe behavior at the knowledge level, application includes thatat both the knowledge and comprehension levels, and so on. Theaffective domain follows a similar hierarchical pattern.

The psychomotor domain is concerned with motor skills.Although this domain includes some learning outcomes that arecommon to most subjects (writing, speaking, laboratory skills),it receives major emphasis in commercial subjects, home eco-nomics, industrical education, physical education, art, andmusic. Performance skills play a prominent role in the in-

structional objectives in these areas. The taxonomic categoriesfor the psychomotor domain have not been completed at this timeand we, therefore, not available for this report.

Writing Behavioral Objectives:

Behavioral objectives are statements which describe whatstudents will be able to do after completing a prescribed unitof instruction. They serve two major functions: (1) they helpthe instructor design and evaluate his own teaczhing strategy,(2) they communicate the goals and avenues of approach to hisstudents, to other instructors, and to persons planning theentire sequence of instruction for a student in any given area.

Behavioral Objectives have three basic components:(Mager 1961)

1. Terminal behaviors - describes what thelearner win be doing -when he is demonstratingthat he has readhed the objective.

Sample: The student will type at least80 words in one minute.

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168

2. Conditions -- describe the given3 or restric-tions under which the learner will be expectedto demonstrate his competence.

Sample: In cisssroom situations during timedtyping demonstrations.

3. Criteria - describe haw the learner will beevaluated. They describe at least the lowerlimits of acceptable performance.

Sample: With an accuracy of rot more thanone mistake.

The entire behavioral objective will be:

"In a classroom situation during timeddemonstrations the student will type atleast 80 words in one minute with anaccuracy of not more than one mistake."

In writing behavioral objectivei one should avoid wordswhich are open to a wide range of interpretations in consider-ing the terminal behavior of the learner. Consider the fol-lowing examples of words:

Words open to many Words open to fewerinterpretations interpretations

To know To write

To understand To recite

To really understand To identify

To appreciate To solve

To fully appreciate To construct

To grasp the significance of To list

To enjoy To compare

To believe To contrast

To have faith in

-136-

169

Main objections to the Behavioral Based approach:

The main objections that most people state when criticiz-ing the Behavioral Objective approach to learning is that theapproach can only be applied to simple Cognitive (knowledge)situations, and that when one tries to translate this approachto situations dealing with more complex Cognitive situationsas well as Affective (feelings and attitudes), Psychomotor(physical manipulations), and on the job execution that thesystem is unable to function.

While it is true that simple cognitive situations areeasier to Obtain and evaluate that does not mean that morecomplex tasks and those which are affective in nature cannotbe incorporated into a Behavioral Objective approach.. In factour final over-all objective is: How well do students performon the lob or during leisure time activities?

Samples of Cognitive, Affective, and Psychomotorbehavioral Objectives.

"Cognitive"

Upon completion of the unit, the student will write, ina class setting without the use of aids, a definition ofOperant Conditioning whidh is 100 per cent accurate.

"Affective"

Upon completion of the unit the students will demonstratetheir concern for persons in the lower socio-economic groupsby voluntarily spending at least two hours per week working ina social service agency.

NOTE: Because of the nature of themeasurement criteria in thisusually discussed in advance

"Psychomotor"

Affective Domain,area are notwith the students.

Upon completion of the unit the students will demonstrate.their competency by writing ten words on the chalkboard in sucha manner that three impartial judges agree that a Plifflimal levelof performance has been accomplished.

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170

REYMENCES

"Teaching Models"

Broudy, Harry S. (1963) "Historic Examples of Teaching Models,"The Handbook of Research on Teaching, ed. N. L. Gage, pp.1-43. Chicago: Rand MtNally and Company.

Carroll, John B. (1962) "A Mbdel of School Learning," TeachersColle e Record, 64, pp. 723-33.

Combs, Arthur W. and Donald Snygg (1959), Individual Behavior:A PerceEtual Approach to Behavior. New York: Harper andRaw, PUblishers.

DeCecco, John P. (1968) The Psycholosy of Learning and Instruc-tion: Educational Psycholon, Englewood Cliffs:Prentice-Hall, Inc.

Glaser, Robert (1962) "Psychology and Instructional Technology,"In Training Research and Education, ed. R. Glaser,Pittsburg: University of Pittsburg Press, pp. 1-30.

Jordan, James F. (1963) "Socratic Teaching," Harvard EducationReview, 33, 96-104.

"Behavioral Objectives"

Armstrong, Robert J., et al (1968) Developing and WritingBehavioral Objectives, Tucson, Arizona, EducationalInnovatora Press, Inc.

Bloom, Benjamin S., et.al., (1956) Taxonomy of EducationalObjectives: Handbook I, Cognitive Domain Nem7York.:Logmons, Green and Company.

Gagne, Rdbert, (1965), "Educational Objectives and Human Perfor-mance: in Krumboltz, Learn4ng and the Educational Process,Chicago: Rand McNally and Company.

Gronlund, Norman E., (1970) Stating Behavioral Objectives forClassroom Instructions NiewYork: The Macmillan Company.

-138-

Haberman, Martin, (1968), "Behavioral Objectives: Bandwagon arBreakthrough," The journal of Teacher Education, Vol. 19,No. 1, Spring, pp. 91-94.

Krathwohl, David R., et.al. (1964) Taxonomy of EducationalOblectives: Handbook Ii; Affecttve Domain, New York:David MCKay Co.

Kibler, Robert, et.al., (1970) Behavioral Oblectives and Instruc-tion, Boston: Allyn and Bacon, Inc.

Mager, R. F., (1962), Preyaring Instructional Objectives, PaloAlto: Fearon Publishers.

McAshan, H. H., (1970), Writin.; Behavioral Objectives: A Newhx0m2EN NewYork: Narper and Row.

Popham, W. J., (1969) "Objectives and Instruction," in AERAMonosraph Series on Curriculum Evaluation No. 3, Chicago:Rand McNally.

Popham, W. J. and Clatter, E., (1969), Establishing InstructionalGoals, Englewood C1iffs2: New Jersey: Prentice-Hall, Inc.

THE DEPARTMENT OF SECONDARY EDUCATIONIn Cooperation With

THE TRAINING OF TRAINERS OF TEACHERSPROJECT

THE TEACHER CORPSTHE BASIC SKILLS PROGRAM IN LANGUAGE

ARTSTHE BASIC SKILLS PROGRAM IN MATHEMATICS

PresentsA TWO DAY INFORMATIONAL CONFERENCE

ONINDIVIDUALIZED PERFORMANCE-BASED

TEACHER EDUCATION PROGRAM(IPT)

Friday and Saturday March 12-13, 1971TEXAS SOUTHERN UNIVERSITY AUDITORIUM

MARTIN L.. KING HUMANITIES BUILDING

This is the third in a series of in-housein-service educational programs designed toeffectuate change on our campus as it relatesto innovative ideas and practices in education.Today's conference is designed specifically tolet us take a look-see at what has been doneand what is being done in a Teacher EducationProgram involving some 600 students at WeberState College, Ogden, Utah_ This program iscompletely individualized performanced-based.The Presenter is the Director of the program.

The fourth program in this series willrevolve around a Systems Management Approachto Education-

We want you to become involved and wedo hope that some meaningful dialogue hasalready started between and among us..

Thanks far sharing this 'experience with

Friday, March 12, 1971

10:00 A.M. 12:00 NoonIndividual and Small Group Conferences

HH 301, Materials Center

1200 1:30 P_ M LunchD-ztpartment of Secondary Education Staff (Dutch)

1:30 2:30 OpenCampus Visitations

2:30 3:30 MeetingPresident, Deans, Registrar, and Business Manager

3:30 4:30 MeetingTeocher Education Council

1_74

Saturday, March 13, 1971

8:30 9:30 CoffeeFoyer, Humanities Building

9:30 11:00 First General SessionLauney F. Roberts, Presiding

Greetings Dr. H. Hadley HartshornVice President, Texas Southern University

Introduction of Presenter Sumpter L. Brooks

Presentation I Mr.. Blaine P. ParkinsonDirector, Individualized Performanced-Based

Teacher Education (1PT)Weber State College, Ogden, Utah

Questions and Answers

11:00 11:30 Coffee Break

11:30 1:30

Presentation II Mr.. Parkinson


Observers Representatives ofTraining of Trainers of Teachers Project

Teacher CorpsBasic Skills Program in Language ArtsBasic Skills Program in Mathematics

Announcements

THE BASIC STUDIES PROGRAM IN MATHEMATICS

in cooperation with

THE TEACHER CORPSTHE BASIC STUDIES PROGRAM IN LANGUAGE ARTS

and

THE TRAINING OF TRAINERS OF TEACHERS PROGRAM

ofTEXAS SOUTHERN UNIVERSITY

Presents

A TWO-DAY 1N-SERVICE PROFESSIONAL GROWTH CONFERENCEon

"SYSTEMS APPROACH TO CURRICULUM IMPROVEMENT"

WEDNESDAY and THURSDAYAPRIL 14 - 15

1971

AUDITORIUM

MARTIN LUTHER KING HUMANITIES BUILDING

TEXAS SOUTHERN UNIVERSITYHOUSTON, TEXAS

This is the fourth and final Professional Growth Con-

ference designed to help us become more aware of the-buzz words

and phrases which might cause some additional Federal money to

flow our way and at the same time to up-dote our own knowledge

systems about the innovative ideas in education throughout

America.

In our efforts to achieve the above goal, we have secretly

hoped that you would become involved sufficiently enough to help

us in the several projects underway on our campus. We elicit

your support and cooperation in our efforts to transfer the inno-

vative ideas in education from the printed page to the on-going

instructional process on our campus.

We are eagerly looking forward to another series next

school year.

177

WEDNESDAY, APRIL 14, 1971

8:30 9:30 a.m. Coffee(Foyer, MLK Building)

9:30 10:45 a.m First General Session

Dr. L. L. Clarkson, Presiding

Greetings Dr. Lamore J. CarterDean of Faculties


Presentation of Conference Consultant Dr. Leon BelcherDirector, Institutional Resecrch


SYSTEMS APPROACH TO CURRICULUM IMPROVEMENT

Presentation I Dr. Walt Le Barron

10:45 11:00 a.m. Coffee Break

11:00 12:00 Second General Session

Presentation I (Continued) Dr. Walt Le Barron


Announcements

12:00 1:15 p.m. Lunch

1:15 2:15 p.m. Small Group Meeting with Mathematics StaffTexas Southern University

(Closed)

5:00 7:30 p.m. Third General Session(SH 157)Presentation III Dr. Walt LeBarron

Systems Approach to Curriculum Improvement in Mathematics. (Closed toall except participants in Basic w-udies Mathematics Program and inter-ested students.)

145

178

THURSDAY, APRIL 15, 1971

8:30 9:30 a.m. Coffee(Foyer, MLK Building)

9:30 10:45 a.m. Fourth General Session

Dr. Will R. Strong, Presiding

Presentation IV Dr. Walt Le BarronThe Systems Management Component in Fe.deral Projects

10:45 11:00 a.m Coffee Break

11:00 12:00 Fifth General Session(Continuation of Presentation IV)


Announcements

12:00 1:30 p.m. Lunch

1:30 4:30 p.m. Individual Conferences cad Small Group Meetings(HFI 301, Materials Center)

NOTES

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199

SECTION IX: SkTLE MODULES FROM THE DEPARTMENT OF DESIGNAND INDUSTRY AT SAN FRANCISCO STATE COLLEGE

While project "spin-offs" of various kinds were found in each ofthe programs, that which was perhaps the most unusual was a series ofmodule clusters developed by the Department of Design and Industry atSan Francisco State College. The notions which are incorporated in themodules were due to the influence of the work being accomplished by theTeacher Corps program there. This series of module clusters is clearevidence of the program's influence. The example presented here is ModuleCluster 2: Wood Technics.

Module 2-1

Objzztive: Given appropriate instruction and/or information you shouldbe able to verbally: (1) identify, by accepted name, ten hand toolsrecommended for use in the elementary schools, and (2) state a majorapplication for each tool described.

Prerequisites: Module Cluster 1.



1. Read chapter 5 in Scobey.

2. Attend class.

3. Read ma erials distributed in class.

4. Interview with instructors, assistants, or team leader.

5. Review suggested references.

Evaluation: Develop a list of hand tools and complementary equipmentnecessary for educationally significant industrial arts learning activitieson the grade level--preschool through grade six--of your own choosing.

Criterion of Acceptance: Evidence of comprehension through approval ofinstructor, assistant, or team leader.

Recycle:


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180

2. Interview with instructor, assistant, or team leader.

3. Student option.

Feedback:

1. Written and verbal inquiries, points of information, constructivecomments, direated to instructor, assistant, or team leader.

2. Citation/of additional resources and references.

3. Information concerning poast programs of similar content.

Preassessment for Module 2-1: Identify 10 of the 15 hand tools whichhave:tieen organized by number on the laboratory workbench. Place theproper name of each hand tool next to its appropriate number and listat/least one application for each.

1. a.

b.

2. a.

b.

3. a.

b.

4. a.

b.

5. a.b.

a.b.

7. a.

b.

8. a.b.

Module 2-2

9. a.b.

10. a.b.

11. a.b.

12. a.

b.

13. a.b.

14. a.

b.

15. a.

b.

Objective: Given appropriate instruction and/or information you should beable to demonstrate a basic proficiency and understanding of the (1) useof basic woodworking tools, (2) concepts of mass production and_ theinterchangeability of parts, and (3) correct safety attitudes, throughactive participation in the classroom production of silkscreen frames.

Prerequasites: Module 2-1.



1. Attend class.

2. Read materials distributed in class.

3. Practice and develop hand tool skills and knowledge in thefollowing areas--hammering, sawing, drilling, measuring,filing, sanding, planing, clamping, and carving--throughthe curriculum unit development and construction of twoor more learning activities which may be applied to yourparticular grade level of interest.

4. Consultation with lastructor, assistant or team leader.


Evaluation: Complete stated objectives.

Criterion of Acceptance: Evidence of proficiency and knowledge throughcompletion of stated objectives as approved by instructor, assistant,or team leader.

Recycle:

1_ Review suggested references.

2. Individual work experiences with instructor, assistant, orteam leader.

3. Student option.

Feedback:

I. Written and verbal inquiries, points of information, andconstructive comments, directed to instructor, assistant,or team leader.

2. Citation of additional resources and references.

3. Additions and deletions of suggested list of learningactivities.

Preassessment for Module 2-2: Demonstrate your level of basic woodworkingtool proficiency and knowledge by performing the following operationson an assigned learning activity.

182

1. Hammering.2. Sawing.3. Drilling.4. Measuring.5. Filing.6. Sanding.T. Planing.8. Clamping.9. Carving.

Module 2-3

Objective: Given appropriate instruction and/or information you should beable to demonstrate your knowledge of various types of wood, theircharacteristics and applications through stating (either orally or inwriting) the (1) common names, (2) directly observable physical characteristics,and (3) modern-day applications of each of seven or more wood samples youhave developed as a teaching aid.

Prerequisites: Module Cluster 1.



1. Attend class.


3. Develop your own set of wood samples for use as a teaching aidin your elementary school classroom.

4. Consultation with instructor, assistant or team leader.

5. Dissect a log as a teaching aid to explain milling operations.



Criterion of Acceptance: Approval of instructor, assistant, or teamleader.

Recycle:

1. Review of literature.

2. Interview with Instructor, assistant, team leader.

3. Student option.

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Feedback:

1. Written and verbal inquiries, points of information,constructive comments, directed to instructor, assistant,or team leader.


Preassessment for Module 2-3: Identify the following wood types byplacing the appropriate identification number of the wood samples, ondisplay in the classroom, next to the correct name. List common usesand physical characteristics of each sample in the space provided.

Redwood1. Uses:2. Characteristics:

Pine1. Uses:2. Characteristics:

Fir1. Uses:2. Characteristics:

Basswood1. Uses:2. Characteristics:

Mahogany.1. Uses:2. Characteristics:

Plywood1. Uses:2. Characteristics:

Veneer1. Uses:2. Characteristics:

Module 2-4

Objective: Given appropriate instruction and/or information you shouldbe able to demonstrate a basic understanding of the various types offasteners and their applications by employing them in the constructionof silkscreen frames as outlined in module 2-2.

Prerequisites: MoCules 2-1 and 2-2.


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184


1. Attend class.

2. Participate in completing objectives, outlined in module 2-2,utilizing nails, glue, screws, dowels, aad staples.


4. Consult with instructor, assistant, or team leader.


Evaluation: Complete stated objelive.

Criterion of Acceptance: Evaluation and approval of instructor, assistant,or team leader.

Recycle:

1. Review literature.

2. Individual work experiences.

3. Student option.

Feedback:

1. Written and verbal inquiries, points of information, constructivecomments, directed to instructor, assistant, or team leader.


Preassessnent for Module 2-4:

1. List five wood fasteners.

a.

b.c.

d.

e.

2. Identify the following terns by naming the wood fastener to whichthey relate.

a. Penny.b. Flat head.c. Casing.d. Plastic resin.e. Ring shank.f. Box.g. Furring.h. Finish.

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185

Module 2-5

Objective: Given appropriate instruction and/or information you should

be able to demonstrate a basic understanding of the use of simple constructionmaterials by designing a curriculum unit and constructing a supportinglearning activity incorporating balsawood, cardboard, paper, or chipboard.

Prerequisites: Module 2-1, 2-2, and 2-4.

Preassessnent: See below.


1. Attend class.

2. Experiment with balsawood, cardboard, paper and chipboardconstruction techniques.





Criterion of Acceptance: Approval of instructor, assistant or team

leader.

Recycle:



3. Student option.

Feedback:

1. Written and verbal inquiries, points of information,constructive comments, directed to instructor, assistant,or team leader.


Preassessnent for Module 2-5:

1. Define the following terms:

a. Modular construction:

b. Model construction:

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186

C. OrigPmi-

2. List at least two learning activity applications for the followingmaterials:

a. Balsa wood:

b. Cardboard:

c. Paper:

d. Chipboard:

Module 2-6

Objective: Given appropriate instruction and/or information you should beable to develop an appreciation of the woods--or lumbering industry--itsimportance and effect on our society.

Prerequisites: Module 2-3.



1. Attend class.

2. Develop instructional units from those of your own design.




Evaluation: Develop at least one comprehensive teaching aid from the listof suggested activities or from one of your own design.

Criterion Of Acceptance: Approval of instructor, assistant, or team leader.

Recycle:




4. Student option.

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187

Feedback:

1. Written and verbal inquiries, points of information, andconstructive comments, directed to instructor, assistant,or team leader.


3. Additions and deletions to suggest list of activities.

Preassessment for Module 2-6

1. List twenty (20) items you come into contact with Rinosteveryday which are made fram wood or wood by-products.

a. k.b. 1.

c. m.

a. n.

e. o.

f. p.

g. q.

h. r.

i. S.

j. t.

2. Trace a section of wood from forest to neighborhood lumberyarddescribing the processing it undergoes from living tree tofinished lunber.

3. List the steps involved in paper production.

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1188

SECTION X: DESCRIPTIONS OF THE ROLE OF THE PROGRAM DEVELOPMENT SPECIALIST

The section which follows contains four descriptions of the role ofthe program development specialist. Each of the seven program developmentspecialists did develop position papers regarding their role as theyperceived it. The four presented here were selected from those becauseeach places emphasis on a somewhat different configuration of functions.The first was written by Dr. T. Lee Napier, program development specialistin the Jackson State College program. The second was written by Dr. Robert L.Arenas, program developnent specialist in the State University College atBuffalo program. The third was written by Dr. Norman D. Ehresman, programdevelopment specialist in the Western Kentucky University program. And thelast was written by Dr. Burton Grover, program development specialist inthe Western Washington State College program.


Staff Development. The primary responsfbility of the programdevelopment specialist here at Jackson State College is to assist thefacultieF of Teacher Corps to restructure their instructional methodsand ma.Lrials to meet the criteria for competency-based instruction.That is--to use behavioral objectives written in terms of studentperformance and to develop evaluation instruments congruent with andcapable of measuring these performances. To assure relevancy of theinstructional program, the program development specialist also providesthe faculty with data on the interns' experience, both academic andpractical. In addition to these duties the program development specialistacts as a liaison person to assist the faculty in working closely withlocal school personnel such as supervisors. The supervisors areknowledgeable about the programs in the target schools, both in theirspecial subject areas and in other areas as well.

Duties as an Instructor. As an instructor, the program developmentspecialist at Jackson State College will be the team leader in a two-member teaching team for the experimental component. This componentwill include elementary statistics and educational research which is tobe taught the first five weeks of the 1971 summer term.

Development of Materials. The program developrmt specialist worksclosely with tha faculty members to assist them in the actual writing ofthe specifications for the modules. In order to further assist the facultymembers, they are provided with completed modules to use as guides as wellas materials from other teacher education models (Syracuse, Georgia, andso forth). The program development specialist assists the faculty in any

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189

way possible, even to the point of finding some one to type and arrangematerials for distribution to the interns.

Collection and Use of Resources. In addition to the resources alrea1ymentioned, human resources are utilized whenever possible. Here at JacksonState College the county curriculum supervisors give demonstrations of teachingskills in the college classroom. They also provide a source to obtaininformation about methodologies and materials presently in use in the targetschools. In addition to the supervisors and other persons in the local schoolsystem, where it is possible, consultants from various areas are recruited.

Data Gathering and Research. The program development specialist isworking closely with the national coordinator to assess the possible effectsthat the Teacher Corps Program has on the interns as to how the internsevaluate the instructional methodology used, both ideally and as it isin our program. In addition, data are being collected in an attempt toassess the academic achievement of the children in the target schools.Data are also collected for the director, associate director, and facultymembers whenever it is requested and it is possible to collect it.


Staff Development. The most important and enduring role of the ProgramDevelopment Specialist is in the area of Staff Development. At the sametime, it is also the most difficult and demanding of the roles.

The relative difficulty and probable success of working with staff isof course dependent upon their previous knowledge of a competency-basedprogram, and upon the flexibility in attitude and philosophy of educationespoused by the various faculty members.

The role actually has somewhat distinct and separate tasks at threedifferent levels. First, is the orientation and instruction of courseinstructors assigned to Teacher Corps. Second, cooperation anddevelopmental instruction of the LEA Team-Leaders, co-ordinators, and adjunctperztonnel. Third, to involve the general college instructors who are notassigned to Teacher Corps. The problems and anticipated results of theabove actions are quite different. Each -will be described separatelyhere.

The task of assisting the specific Teacher Corps instructors is of courseagain dependent upon the philosophy of the individual instructors. It isalso contingent upon the time that they are given to develop the modulecluster6.

The specific problems of the first year at Buffalo State has been thatmany of those instructors az4signed by the DiviSion of Education to theproject have not had an internal commitment both philosophically andprofessionally to a competency-based pi-ogram. Nor, in many cases havethey had the time necessary for development of module clusters in thosecases where the commitment did exist.

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190

In spite of the above pessimism, progress is being made with these

instructors, and it is expected that some definite module clusters will

be forthcoming in the near future. Actually some of the instructors are

using a competency-based approach in their on-going classes. This is

especially true in the area of Language Arts. Unfortunately to this

date they have not been able to organize their material in such a way

that it can be easily exported. Most of the instructors are not willing

to write module clusters until they have had the chance to field test

some of their ideas.

The LEA personnel on the other hand have been quite receptive to the

idea of competency-based module clusters. Several have been developed

at this point and fiela tested to a degree this past summer. It has been

felt up to this point that the LEA personnel should not infringe upon the

territory usually reserved for the college faculty. However, as time

passes it has been decided to concentrate in each area of the curriculumuntil suitable module clusters have been developed by the Team Leaders in

conjunction with the Program Development Specialist. The first area in

which we are going to concentrate is the Teaching of Mathematics. This is

-ossible because as of now there are no plans for a more formal approach

to this subject.

One of the problems in working with the Team Leaders has been lack of

time on their part to meet for the purpose of developing the module

clusters. This is in part due to their perceptions of the role of Team

Leader which is based upon the more traditional role as carried out during

the proceeding years.

The final area of staff development, that of working with persons not

directly involved in Teacher Corps, is probably the most difficult in

most respects because it is entirely voluntary on the part of thoseinstructors who are not assigned to the project. We have brought a number

of outside personnel to the campus to introduce the concepts to theDivision of Education, including such persons as:

Will Weber, Syracuse University.Norm Dodl, Florida State University.Vere DeVault, University of Wisconsin.Robert Houston, University of Houston.Del Schalock, Teaching Research.Vince Gazetta, New York State Education Department.Ted Andrews, New York State Education Department.Herb Hite, Western Washington State College.

While the above people were well received and did an excellent jcb in theirpresentations, and interaction sessions, the production in actual moduleclusters has been very slight except for a special section of the faculty.

There have been soma follow up inquiries from various individuals, aniboth the Director and Staff Developer have met with some departments tofurther explain and clarify the concept and process.

The one exception at Buffalo State has been a amall facuAY group whidh

is involved in an undergraduate program in competency-based education.This group is committed for the most part to the concept and has been most

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productive in the writing and implementation of competency-based moduleclusters. This project has been under the direction of the Staff Developerwhich has co-ordinated nicely with the Teacher Corps concept of competency-based teacher education.

Instruction. Ideally the Program Development Specialist should beinvolved in the instructional program of the college at both the formaland informal level. Informally the Program Development Specialist canact as an instructor on call. He can be of service to the professionalstaff in the project with regard to presenting the competency-basedapproach to the interns, and other interested parties. He can also actas a special consultant to other instructors on campus who wish to exposetheir students to the competency-based approach.

It would probably be highly desirable to have the Program DevelopmentSpecialist assigned to at least one on-campus class. He can then demonstratethe construction and implementation of a competency-based modular cluster inan on-going situation. His class could conceivably be a model nf thecompetency-based approach.

Unfortunately, from a formal instructional standpoint, the StaffDevelopment Specialist at Buffalo was not assigned a class at the formallevel. This is unfortunate in the sense that those positive aspects asdefined above were not forthcoming. In our case however, the benefits ofthe Program Development Specialist working as co-director of the parallelundergraduate program which is also committed to a competency-based programhas resulted in a greater number of module clusters being developed andimplemented.

Developer of Instructional Materials, and Module Cluster Design. Therole of the Program Development Specialist as the developer of instructionalmaterials and as a resource person to developers of modules and module clustersis closely allied to the role of Staff Development.

At Buffalo we first developed a "Handbook" for distribution to facultymembers. The purpose of the handbook was to give the faculty insight into a :

competency-based program, and an outline for the development of the modules.We also felt that with a single style, and a co-ordinated reference systemwe could achieve a degree of uniformity which is desirable if module clustersare to be exchanged at-both the inl,er-university and intra-university levels.We have been pleased at the reception which the "Handbook" has received bothat Buffalo and at other institutions. Dr. Will Weber of Syracuse joined inour final effort and this resulted in at least two Universities following thesame style and reference system.

A great deal of effort was spent by the Program Development Specialist inthe development of module clusters for the undergraduate program cited above,and resulted in a number of clusters being developed and field tested in theproject.

Pesource Materials. The role of Program Development Specialist advocatesthe gathering and use of resources to the extent that appropriate resourcesare available at the present time. Unfortunately, there is not a great deal

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of material available at this time that can readily be transferred from onesituation to another, even with major revisions. As new material is generatedby the various colleges-and universities interested in this approach toteacher education this role will undoUbtedly expand. The materials whichwe have found helpful are enumerated in a later section of this report.

Research. The role of the Program Development Specialist in thisarea has been very limited up to this point. The research that is takingplace is being done off-campus and the only task here is to aaministerthe test, gather them and send them to Syracuse. There will be littlehard research in competency-based teacher education until there is agreater effort made to more material generated and implemented. Thisrole will undoUbtedly expand as the implementation of competency-basededucation is increased.


The responsibility of program development specialist within the fifthcycle teacher corps program at Western Kentucky University rests with theDirector of Educational Research. Within the Office of Educational Research,two graduate research assistants are assigned to the TC-NCERD project. Thisdescription is a synthesis of the duties of both the program developmentspecialist and the graduate research assistants.

The primary function is in the area of ascertaining the effectivenessof the Teacher Corps program in developing and implementing commetency-basedteacher education. A seconaary mission is to assist the Teacher Corps staffin the development of competency-based teacher education.

Neither the program development specialist nor the graduate assistantsserve in the capacity of instructor in the Teacher Corps program.

Activities in the area of staff development revolve around the collectionand diss_naination of information related to competency-based teacher education.Materials which are deemed useftl to the staff in furthering their knowledgeabout competency-based teacher education and which can provide assistancein developing modules are sought out and discussed with staff menbers. Samplemodules and materials dealing with the development of modules have beencollected from other Teacher Corps projects and have been utilized in thedevelopment of modules by the Teacher Corps instructional staff. The programdevelopment specialist is not assigned the task of developing modules;however, assistance is provided in this area.

The major emphasis of the program development specialist is indesigning and conducting a data collection process in order to ascertainthe effectiveness c- the competency-based program. One phase of the projectincluded writing physical and socio-economic descriptions of the six schoolsand four school districts that are participating in the Western Kentuck-University Teadher Corps program. Another phase included conducting personalinterviews with each intern regarding the effectiveness of the competency-based teacher education program. The effectiveness was ascertained by

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interviewing interns regarding their attitudes about the program of teacher

education that was developed for them, and their attitudes regarding the

application of competency-based education. The data collected, whenprocessed, were utilized in an information feedback to the staff of the

Teadher Corps at Western Kentucky University. A total of sixty-six interninterviews have been conducted to date; and in addition, school aaministratorsand team leaders have been consulted regarding the influence of the program.Data analysis and report writing as well as conducting interviews representa large part of the work load of the program development specialist.

Participation in local and National conferences and meetings representsanother sizable portion of the program development specialist's work load.These conferences deal with competency-based teacher education and serveas sources of information which can be used by the instructional staff. Localconferences have dealt with the application of tl-e concepts of competency-basedteacher education.

As competency-based teacher education becomes more widespread among thefaculty of the College of Education it will require additional time and effortfor the program development specialist to monitor the influence of the teachercorps project on the faculty and programs


Graduate Program Planning. The program develbpnent specialist has helpedthe Project Director find ways in which the new, field-centered Teacher Corpsprogram can fit into the college's not-always-flexible graduate program apparatus.For example, the latest plan for awarding of necessary grades and credits forN. Ed. subndtted to Departmental Graduate Comnittee was developed jointly byProject Director and program development specialist. Program developmentspecialist coordinated this proposal with faculty of specific M. Ed. program.

College Communication. The program development specialist has beenincreasing the awareness and involvement of the college faculty and administratorsin the Teacher Corps program with an aim of encouraging the rest of the teachereducation to adopt desirable training features of Teacher Corps. For example,the program development specialist has arranged distribution of Teacher Corpsreports within the Department, and has arranged for attendance and participationof key faculty at local Teacher Corps committee meetings (local committees arethe key element of program in its present state).

Teaching. The program development specialist has been directly invol:ad inteaching of interns. The program development specialist taught a graduate credit:.ourse in educational research to interns and pronmted modification of course tobetter suit needs of interns.

Assessment of Priorities. The program development specialist has, throughcommunication with Washington, D. C., Syracuse, Monmouth, Oregon, and locally,been gathering information for a general contextual picture of varying perceptionsof priorities and expectations for Teacher Corps. The program development specialisthas devised and tried out a modified Q-sort questionnaire now in the process of

being administered to diverse groups (graduate faculty, communityrepresentatives, for instance) locally on relative priorities of theprogram. Data to be interpreted and summarized later. Substantial needfor this information perceived by program development specialist.

Instructional Modules. The program development specialist hasarranged for identification and procurement of modules developed outsideof Western Washington State College, disseminated Western Washington StateCollege modules elsewhere, arranged identification of needed supplementarymaterials and facilities, and supervised production of new modules. Theprogram development specialist is currently managing and supervising aproject which will produce 15-18 field-tested modules by June 15moduleswhich will be available to Teacher Corps and other teacher educationprograms locally and nationally.

Field Work. The program development specialist is engaged in directobservation and conferencing with interns, team leaders, administrators,and cooperating teachers in the field. Demonstrated intern competenciesare to be part of graduate program evaluation. At the present time theprogram development specialist is working exclusively with one of the fourdistrict teams in the project (Mt. Baker School District).

Systematic Management. The program development specialist hasresponsibility for the planning and description of the management ofthe program. The systematic --.anagement design submitted last fall toTeacher Corps Washington was written by the program development specialist.

Program Evaluation. The prograth development specialist has assistedevaluators in discerning formative evaluation needs, adjusting evaluationdirections to changing program emphases, devising instruments, and devisingevaluation paradigms. The program development specialist has played thebiggest role in deciding what questionnaires are to be administered whenand to whom as well as doing a good share of the work in devising threeor four out of seven questionnaires used so far. The information to be uzedmostly for formative evaluation and management decisions.

Communication of Evaluation Information. The program developmentspecialist has helped summarize, interpreted, and communicated informationgathered for evaluation purposes to local staff and to national office. Recentinfornal report on evaluation sent to OE's NCERD was written by programdevelopment specialist.

Participation in Decision-Making. Decision making is very broad-basedin the Western Washington State College program. The program developmentspecialist has participated in innumerable meetings of college staff, teamleaders, interns, and local committees.

Coordination of Technical Assistance. The program developmentspecialist has planned the Western Washington State College's use oftechnical assistance available through Teaching Research, Monmouth,Oregon. The program development specialist has identified the needfor and requested three days of technical assistance to dnserve, judge,

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_ 194

and report interns' present leve1_and repetoire of competencies in two schooldistricts of the Western Washington State College program.

Additional Information Gathering. The program development specialist hasgathered information directly by interviewing several participants about theprogress and status of the program and has communicated findings to staff andevaluators.

SECTION XI: INTERN PERCEPTIONS REGARDINGCOMPETENCY-BASED TEACHER EDUCATION

The following section reports the results obtained from severalet-forts to exa:sine intern perceptions. The major focus of those effortswas on their perceptions of competency-based teacher education. Datawere also obtained relevant to their perceptions of traditional teachereducation programs, their own program, teaching, and low-income,minority persons. In addition to data which was collected as a part ofthe project reported here, brief summaries of studies conducted atJackson State College and Western Kentucky University are also presented.

Intern Comments

The following are excerpted comments which were obtained frominterns from each of the seven programs involved in the project. Threesets of comments are included here:

1. Excerpts of comments obtained fram interns just prior to orduring the very beginning of preservice training. Commentswere made in response to the following directions: "Usingthe space below and the back of this sheet, if necessary,please describe your perceptions ,f the new trenas in teachereducation and competency-based teacher education. Please bejust as frank as possible regarding your feelings."

2. Excerpts of comments obtained from interns after preservicetraining but prior to inservice training. Comments were madein response to tbe follow5mg directions: "Using the spacebelow and -che back of this sheet, if necessary, please describeyour feelings about the experiences you have had thus far inTeacher Corps. Please pay particular attention to: (1) yourfeelings about the competency-based aspects of the program youhave experienced, and (2) your feelings about the program as awhole in light of your expectations prior to becoming an intern."

3. Excerpts of comments obtained from interns very near the end ofthe first year of inservice training. Comments were made inresponse to the following directions: "Using the space belowand the bazk of this sheet, if necessary, please describe yourfeelings about the experiences you have had thus far in TeacherCorps. Please pay particular attention to: (1) your feelingsabout the competency-:based aspects of the program you haveexperienced, (2) your feelings about the program as a whole inlight of your expectations prior to becoming an intern, and(3) particular problem areas you feel to be important."

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The excerpted comments which follow are identified as to the internand his program. The first digit of a code number indicates the program;the two digits which follow indicate the intern. With regard toinstitutional identification, the following code was used:

1. Jackson State College.

2. Oakland University.

3. San Francisco State College.

4. State University College at Buffalo.

5. Texas Southern University.

6. 'Western Kentucky University.

7. Western Washington State College.

In addition, comments are identified as to when they were made bya nuthber in parenthesis following the three digit institution-internidentification; (1) refers to pre-service responses; (2) refers topost-preservice responses; and (3) refers to post-inservice responses.In those cases where an intern did not respond to an item or did not--for whatever reason--fill out a questionnaire, no listing is included.It is the belief of the writer that the excerpting process has notdistorted the intent of intern comments.

101(1). "I think that the competency-based program will be betterthan the traditional program because . . . the teachers will be spendingmore time with the students and this will enable the teacher tounderstand the students more . . . and students learn more noving attheir own rate of progress instead of just moving along, regardlessof progress."

101(2). "Competency-based instruction benefits the student morethan the traditional method, because students learn more from it thanthe traditional program."

101(3). "I like the competency-based program and I think kidswill benefit more from it than a traditional program."

102(1). "I am not sure I fully understand what competency-basedteacher education is all about . . . it is to see how well the pupilis learning as you teach."

102(2). "The competency-based education was nct what I thought itto be; it was too hurried. I guess it was due to the fact that we hadsix weeks to cover our specifications. It has been an interestingprogram but I'm slightly displeased. I think it will be more interestingin the weeks to come."

103(1). "The trends . . . seem to be ideal. More could beaccomplished and each child would be looked on as an individual who hadtalents rather than impossible to teach. I cannot give an intelligentanswer until I know more about the program."

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103(2). "I feel that the competency-based learning method issuperior to the traditional method . . . there is no question as towhat is expected of the student and this makes performance much easier."

104(1). "I think the new trend . . . is great .

for one teacher to meet the demands of a classroom allemphasis should be focused on the deprived child . . .

a better individual."

104(2). "The competency-based aspects are grrcontinue as an intern in the program."

104(3). "My experience has been fine so far; however, I've hadminor problems that have worked out. I have enjoyed working in theschools and am looking forward to a successful year."

it is difficultday. . . moreso he can become

I plan to

105(1). "Competency-based education has greatly improved theteaching situation where students are given individual attention, whichis long overdue. The student is able to proceed at his own rate whichcan be a self-motivating process. . It shows how to teach subjectmatter rather than possess knowledge of sUbject matter."

105(2). "Competency-tased instruction has been a rewardingexperience. It is a great improvement over the traditional method.This program has exceeded my expectations."

105(3). "Competency-based instruction has given me the independencythat each student deserves. It has fulfilled my expectations. Theproblem is time--there isn't enough in the quarter system to cover thematerials sufficiently."

106(1). "These innovations are practical . . . most interestinghowever is that of multi-dimensional patterns of organization. . . .

When speaking of competencies . . one should think of all aspects ofmaturity and growth of the child. . . . It is good that heavy emphasishas been placed on criteria of knowledge, performance, and product."

106(2). "I feel that the pr(!)gram as a whole is iixeal. I am infavor of the competency-based aspects as long as it is presented asit should be."

107(1). "The new trends are idealistic in their goals . . . thereare going to be gross adjustments . . . made at grade levels and higherones. . . . if there is no adjustment with lower grades I see littlehope of usefUlness of this competency-based program. There is thequestion of use in present systems. The teachers . . yould need tobe re-oriented . . . which would take a long time."

107(2). "Competency-based learning . . . requires a lot of memoryeffort but seems to work well. It covers a special amount of materialin the time allowed and can be geared to long term retention."

107(3). "I like competency-based instruction. For the first timeI am able to work at a rate that makes me feel secure in knowing I havelearnsd up to my capacity. . . . The limits are few with this type ofinstruction. The main problems are those of individual adjustment--acceptance of competency-based instruction and independence of mind."

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108(1). "This program is an avenue through which boys and girlscan better perform. . . . In a traditional approach, pupils are taughton the same level . . . there are a great number who are not reached.

. . competency-based programs could minimize this."

108(2). "In this type program you know what your dbjectives are,because they are spelled out to you and you have to work to reach thesegoals. Overall I feel the program is something that has long beenneeded in ()Jr educational system."

108(3). "I feel that competency-based programs are gooa becauseyou know the specifics on which you will be graded."

109(1). "Trends are in an experimental stage. My understandingis limited but I think trends sueh as utilization of the new technologyand differentiated staffing are good. . . . I think some trends aregood and certainly should be thoroughly tested."

109(2). "I have experienced some sucess and some frustration inthe program. The competencybased program is effective but I don't likereceiving specifications in one class and being tested the followingperiod . . this involves rote memory. . . . Competency-basedspecifications spell out exactly what is to be done and it cuts downon uncertainty."

109(3). "Competency-based aspects of the program have not beencarried out by all instructors. One was effective; the others ratefrom average to poor. The seminar needed to be related to what we weredoing. I see the seminar as the weakest area of the program. Emphasiswas placed on amount of time, not quality of work. I think idealcompetency-,:based teaching has many advantages."

110(1). . . . competency-based teacher education allows formore knowledge . . . a student is allowed to achieve at his own rateor speed and more apt to retain what he has learned. This . . is notthe case . . . in a traditional program where concern is on length oftime to complete a course rather than accuracy and full benefit of thatcourse.

110(2). "My complaints regarding competency-based aspect of theprogram is teachers may not have been as familiar with it as I. hadassumed. Therefore, we were introduced to more memorization and lessretention of knowledge."

111(1). "New trends . . . and competency-based teacher educationmight draw more high school graduates toward education. . . . We need toestablish more programs which emphasize the importance of the studentbeing responsible for his own learning through independent study, self-pacing, etc. I think the idea of putting more emphasis on the use ofperformance is going to be effective."

111(2). "I think this summer experience with competency-basedaspects was not totally effective--the reasons are short experience andtime did not allow full treatment of all aspects of the program. I hopefrom what I have seen (films, talks, experience) that the program willbe a success."

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112(1). "Competency-based teacher education . . . is a goodapproach toward reaching the individual needs of children. Internswill allow more tine for meeting individual differences . . . internswi3i have the opportunity to develop competencies in areas of

. . . an individual can learn at his own rate . . .

and is helped according to individual interests. When a student hasbeen taught according to his own interests . . . it will help him tobe a hunan being with dignity and a good education."

112(2). "I feel that Teacher Corps for the pre-service has beeneffective although I know it was not as effective as it was supposedto be. I do feel that it will be so in the future as more work isput into it.

112(3). "Competency-based technique is a good one. Students seemto accomplish more. It should be used by all instructors. Problemsconsisted of controlling the group and discipline."

113(1). "Competency-based teacher education is needed. .

A student should be able to progress at his rate of speed."

114(1). "The new trend . . . has its advantages over the oldmethods because it gives the student an opportunity to work at his ownspeed instead of the instructor's speed."

114(2). "Competency-based Teacher Corps prograns are quiterewarding. It gives concrete methods and materials to work with; sowith effort, you cannot fail."

114(3). "The competency-based aspects of this program are good.I feel all instructors should try to make their courses competency-based."

115(1). "Competency-based programs may be what is needed inacquiring an education. It allows the student educator to investgreater time in helping pupil progress rather than have the same lessonplan for nine mionths. . . . Kids today need a program that holds theirinterest in school and . . . helps them learn at 1;heir rate of speed.A competency-based program is worth a try."

115(2). "Competency-based aspects of the program . . have notbeen very encouraging as I've found myself doing the same things I didunder the traditional approach. I memorized a lot of material . . . Ihope the fall program will be different so I will be able to understandthis new approach. The program did, not come up to the expectations Ihad. I thought I would be taught a method which would help me inworking with pupils."

115(3). "The competency-based aspect of the program was very good.I was more confident when taking a test and a little more relaxed. I

could prepare myself better because I knew what to expect. The biggestproblem is . . . with administration and school faculty. They wereignorant of the program. There should be a better orientation of theschool faculties in the future about competency-based education and thepurposes of the Teacher Corps program itself."

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116(1). "With the advancement of new techniques, competency-basedteacher education can provide flexfbility and new attitudes can beintroduced. It provides a new outlet for social, emotional, andphysical grawth for children."

116(2). "The pre-service training in competency-based instructionwas good. The six week program did not prepare me as a beginningintern. I didn't acquire any new skills that will help me with students."

116(3). "I like the competency-based program. It has helped me inmany ways. I have learned more and it removes tension in my work."

117(1). "I feel that one does not retain information fromcompulsory courses which are of no interest. One should be allowed tochoose things of interest to him. I wonder about incentives that wouldbe used to inspire pupils who will not take initiative in any area."

117(2). "My feelings . . . are negative. I have gained littleinsight into handling a classroom situation for children. My opinionabout competency-based classes I attended this summer is also negative.I memorized the objectives . . . and learned little or nothing."

118(1). "New trends are . . . working toward improved methods andtechniques to help children. Such programs such as Teacher Corps provethat competency-based teacher education is the best approach . . . andwill be initiated in teacher education programs."

118(2). "I have been impressed with the competency-based methodof instruction. I prefer it; however, the classes did not meet enoughto put into practice some of the things learned. My expectations arein line with what I thought the program was intended to do."

118(3). "I have been Impressed with the structure and goals ofcompetency-based education. I feel I have been better prepared in theclasses that I have taken in competency-based education. Most of myexpectations have been fulfilled after a year; however, more emphasisshould be placed on individual responsibility and desired results."

119(1). "New trends in teacher education will benefit students(poor, minority, etc.) because it is a change for the better. Somestudents have had limited experiences and need special attention.These people don't create the situations where they live nor do theyavoid educational onportunities . . . opportunities are limited andteachers need help. New trends auch as competency-based education vreessential. . . ."

120(1). "As I see competency-based teaching it is a program wherestudents are not placed at levels . . . and I feel that the idea ofnon-grouping is wonderful . . . and it could promote interest on thepart of the student."

120(2). 'Ny experiences with Teacher Corps have been interesting.Instruction has not been completely competency-based. At first it wasbut I later realized that you never get a chance to be creative.Reliance upon memorization is too great."

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120(3). "The competency-based program . . . gives a person achance to work to his capacity without being pushed. Yon start whereyou are and move on without prompting from others."

121(1). " . . Competency-based teacher education is more concernedwith the actual progress of the child . . . emphasis is placed on thechild's comprehension, the instructor's ability to work with each childas an individual, time element or working at own pace, and developingcertain skills and knawledges."

121(2). "Personal experiences with competency-based method havebeen enlightening and rewarding. This technique has a very positivefuture when correctly implemented."

121(3). "This past year I have been able to implement the theoryof competency-based education. The program is quite different fromwhat I expected. I feel there is a need for better communication forall concerned."

122(1). "New trends are a bright light . . . if they are used.. . . there will be stuMbling blocks from traditIonal approach people.Once change is accepted, whether positive or negative, and all work ina positive approach, prograns like these new trends will move morerapidly in our society."

122(2). "The good part is knowing exactly what is required andneeded. The bad part is not enough time to put the information to work.The pre-service was either too short or too much material was attempted.The program . . . will make one able to integrate old methods with newcreative ones."

122(3). "The competency-based aspect is very good because it doesaway with lost time. The student knows what is expected; therefore hehas the opportunity to prepare himself. . . . I did not expect to takeso many exaas. . . . I thoughb Graduate School was less exams and moreresearch. The greatest problem was School Board relations; thequestion is: will we start where we left off, or will we go throughthe same hassle again this year?"

123(1). "My perceptions of the new trends in teacher education. . . are that time is not important but the mastery of specificobjectives is Important."

124(1). "I infer that competency-based teacher education isconcerned with achievement, not time. Time is important . . . but Iwould rather make my students aware of a few things thun confuse themwith a lot of things."

124(2). "The past five weks has not been what I wanted. Thereare few things I have retained . . . but I have them written in mynotebook. Before the program I did not expect to keep the knowledgein my notebook."

124(3). "It seems like we have an idea of direction but not asense of direction. Things never turii out the way that I expect themto. It could be that I infer the wrong things about what I'm told."

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125(1). "My opinion of the new trends . . . in education is oneof impressiveness since there is a tendency to keep this system relevantto the times and to the people who are involved--both interns and schoolchildren."

125(2). "I tend to believe that the ideal methods will work forsmall children, but there may be some restrictions for older ones."

126(1). "The new trends in teacher education mnd campetency-basedteacher education will become an Important part of our educationalsystem. . . . This is a change that has been overdue. I don't believethat every part of the program will work as well as others . . . noprogram is entirely good rithout some pitfalls. Overall I believe thiseducation progrum can be successfUl if we as Teacher Corps Internsstrive for perfection."'

126(2). "I feel that competency programs are workable but as withall new prograus and ideas it could use Improvement."

126(3). "I have been exposed to a great experience throughTeacher Corps and competency-based education. The more contact with it,the more I see its helpfulness. My only problem mould be knowing moreabout carrying through . . . a guideline is needed."

127(1). "Competency-based teaching, if effectively followedthrough, could prove to be a major breakthrough in our educationalsystem. Unlike the traditional approach . . each pupil will be ableto develop his potential to the fullest. The slaw Ttwdent could moveat his own rate of speed without feeling inferior."

127(2). "Even though pre-service training is completed, I feel Ihaven't had sufficient practice working with competency-based programsbecause of deficiencies in our total program."

127(3). "The competency-based instruction can become moreeffective if we were allowed to utilize it in the classroom withpupils."

128(1). "I think the effectiveness of students and teachers canbe better observed through the ne w. trends in teacher education. Itprovides person-to-person contact between students and teachers andserves as a means of es6ler communication."

128(2). "The classes, with the exception of one, didn't prepareme for 1.rork in the classroom. Otherwise I have no complaints."

128(3). "When I first began Teacher Corps it was the greatestthing going but now, however, I have a different opinion. The programis O.K. as far as it goes, but that's all."

129(1). "The new trend in competency-based education should provemore effective than teadher training now employed. The student willbe closer to the faculty who is able to meet his special needs and hewill be able to comprehend more."

129(2). "The competency-based aspect of the program is moreappropriate than the traditional educational program. One knows that

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at the end of a particular specification he has learned somethingrather than memorized it."

129(3). "At first competency-based programs seemed ideal, but theyfailed in implementation in the classroom. This was due to the use oftraditional methods of teaching. The main reasonpeople in chargedidn't push competency-based education."

130(1). "The new trends . . . seem to give credence to the ideathat education can be exciting and relevant. With situations thatallow a. student to proceed at his own pace and , . equip the instructorwith skills and knowledge to guide students, I can see that educationbecomes relevant rather than a vague goal and idea."

130(2). "Competency-based has been a memorization program . .

with no roam for learning experiences, creativity, or originality, . . .

131(1). "In hearing about competency-based teacher education, Ithink flexibility is the most exciting part of the program. The studentis allowed to progress at his own rate along with independent studyand is able to relate outside experiences with classroom activitieswialch are things relevant in our society."

131(2). "Competency-based instruction . . . is one innovation that. . puts ona on his own. He can work at his own rate of speed and be

successful. I feel that this is one of the best ways of securingsuccess and a feeling of learning."

132(1). "I think the new trend iF1 really the thing to helpchildren get a basic foundation in education. I hold a high opinionof this competency-based teacher education."

132(3). "I think the competency-based system is good. Theprogram as a whole has not met all of my expectations but many of themhave been."

13:1(1). "These new ideas will place less strain on one individualteacher by giving her more time to spend with each child . . . also achild is exposed to specialists in their fields. He gets the benefitof in-depth study of subject matter. By individualizing, the childshould get a feeling of being loved and this should make him want todo more.

133(3). "I have not experienced any team teaching. But as awhole the program has been rewarding and fulfilling."

134(1). "Competency-based teacher education seems to be aworthwhile innolration that can help achieve more relevancy in education."

134(2). "Competency-based method is too rigid and centered aroundmemorization. The course content is good for preparation for futureendeavors in Teacher Corps."

134(3). "The work done in the field hau been too traditional interms of methods used. Competency-based aspects of this program areImproving as compared to the earlier part of the program."

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135(1). "I have felt that prospective Y;eachers should get morepractice before they become a teacher. The competency-based teachereducation program is the answer to a prayer."

135(2). "I have positive feelings about Teacher Corps andcompetency-based instruction. It has one drawback thus far--memorization. I feel the program has been successful. I haven't everattended classes where teachers were more devoted to their students."

135(3). "I had high hopes in the competency-based program butthe hopes never materialized."

201(1). "The new trends in education are exactly what is neededbecause they are more relevant to a situation than a set of idealsor principles."

202(1). "I feel the 'liberal arts' cannot be treated fairlybecause of its requirement to state objectives concretely. Byrestricting the student's goals to 'achievement,' you ignore thestudent's whole development. I disapprove of the inability of thistheory to adjust its scientific approach."

203(1). "Competency-based teacher education is a step in the rightdirection but I am skeptical of the sincerity and trve motives here.The overall goal of education should be to change society and implementinnovation in such a way that the society has a future--that it is anopen-ended social system rather than a terminal one."

203(2). " . . . the only real solution . . is the concept of afunctioning self-contained classroomwith a highly individualizedstructure and run by a well trained 'teacher' or rather 'facilitatorof learning,' styled after the approach being used in progressiveBritish schools. Team teaching . . . is no more progressive than theindividual teachers on the team.°

204(1). " . . . competeney-based program was conceived as ananswer to the problem cf the disadvantaged or slow learning child. .

such a program could have a stymie effect on an excessively creative(or brilliant) child due to the way it channels learning."

204(3). "I felt that I learned a great deal. The program is notwhat I expected; neither did it follow what vas staten in the originalproposal."

205(1). " . . . during his training, the teacher will be doingjust those things that he will be doing after the completion of theprogram. The new method creates more anxiety for the student, however,because he cannot rely merely on classroom attendance and study ofbooks to get him through the course. . . . more interesting becauseit uses more facilities and takes place in more settings than just aclassroom."

206(1). . quite effective for several reasons. .

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Student spends more time within the school and among the type of pupilshe or she will be teaching. . . . less theoretical material. Competency-based education is based on haw well the student digests what he istaught rather than haw many courses he takes."

207(1). "I feel a unity must be established between the individualstudent and the community, which is presented by the teacher. . . .

Extra time given where necessary; less time where student demonstratesproficiency . . . ."

208(1). "I feel competency-based program is a very good trend.. . It aids me in finding information 'about the background of the

community and in finding out about some of the problems I will befacing."

209(1). "I am in agreement with the new trends in education.Competency-based teacher education gives each person an opportunityto advance at his own speed and at the same time it gives him time toimprove his particular weaknesses."

209(3). "Teacher Corps as a competency-based program is makingpossible the much needed progress in education. 'I feel that theprogram has provided me with more competency as a teacher."

210(1). "It's good because it is moving toward a realization ora sensitivity and appreciation of the child as an individual and leadsto stimulation of creativity. . . Student being more reliant on selfrather than on the teacher is good. Student is more motivated if hewere not pressured by deadlines."

210(2). "Student is usually 4ffected by the label of that group,but often gets over it after he gets into the subject matter. I wouldlike to see interest centers . . . . learning activity conductedoutside the classroom. / feel community involvement is a great partof our program."

211(1). "I feel that competency-based education will play anImportant role in preparing children from disadvantaged educationalsystems. It is the only fair way to help correct this inferior typeof education."

212(1). "The new trends in teacher education allow the studentto develop as fully as possible . . . express himself , . . progress athis own rate . . utilize all of his faculties in his learning process."

213(1). "Coripetency-based teacher education with its emphasis onthe product will provide opportunities for disadvantaged individuals.I understand the trend is that the educator is interested in the post-test results Nalich the learner can demonstrate. I must personallysalute this educational effort if it is incorporated in an effectiveand positive manner."

213(3). "Ny most immediate concern is the fellow teacher. I feel

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that a teacher must love ,,.thildrer. (child-centerea education). Theprogram provides an excellent training basis for the teachcr . .

gives an opportunity to get out of the field before he becomes a looseend in education."

214(1). "Due to industry-ortea goals in undergraduatetraining, I have not experienced any of the 'traditional' educationcourses. Indications seem to be that this competency-based programwill be more realistic and 'humane' with regard to objectives andmethods."

214(2). "Exposure has been brief 1-,ut the initial reaction is oneof assent. Renovation of the system is far from complete but any stepin this direction, that is toward competency-based evaluations andinstruction, is certainly a step in the right direction."

215(1). "The new trends in competeney-based teacher educationare the most far reaching and hopefully rewarding trends in the Preaof education today. I feel that the traditional approach must bereplaced with a program so designed as to allow for each child's wantsand needs."

215(2). "In my particular school, there could be much noreguidance and direction on the part of the team leader and masterteacher. I view the program as a much better approach to education."

215(3). "I feel that evaluations were too few and too far betweento get a critical assessment of our competence as classroom teachers.I had very transient associations with all university instructors.Structure and objectives of Urban Corps are constructive, far-reaching,and innovative, but do not see te vital contribution."

216(1). "It allows for better understanding of environmsntalfactors surratuading the pupils, closer social relationships (teacher-parent), use of more dynamic learning tools, and more freedom forself expression and creativity. . . ."

217(1). "Competency-based teadher education gives student betterbackground in his or her field before enterinK the classroom . . .

student is given a chance to apply the methods he is learning . . . tocorrect those which don't work . . . chance to receive total classroomexperience but with the guidance of an experienced teacher for a totalschool year. .

218(1). "Opportunity to go at your own pace and learn at yourrate is very Important. .

219(1). "Competency-based teacher education allows students withvarious levels of ability to achieve as much as possible. . . . I seeproblems, however . . . students used to highly structured instructionaltechniques may well become lazy . . . result in averall loss ofefficiency . . . students well grounded on a modular system from firstyears through graduate level work may hold key to significant increase."

219(2). "Urban Corps has a great deal of potential, but lacksefficiency and seems over-burdened with bureaucracy . . . classes areof questionable relevancy to new teachers . . . morale in our schoolis low. . . ."

219(3). "In theory, the idea is very good. Observations, onlyfor grading, not for critical evaluation . . . make interns work withchildren in preservice!"

220(1). "I particularly like the independent aspect of the programthat emphasizes flexibility."

221(1). " . . . traditional teacher education presented anunrealistic view . . . very impersonal and little interaction betweenstudent and instructor. . . . With competency-based program, studenthas chance to put realistic views to work at his own pace and in theorder he feels they should go."

222(1). "Competency-based teacher education is desirable insituations where future teachers have not had previous teacher educationcourses. Traditional teacher education can be equally satisfying byusing creativity in designing the course--need not be a programmedcourse.

222(2). "Urban Corps is not coordinated closely enough with whatis needed by the intern. . . . My performance has been hampered by alack of proper support from my master teacher, lack of cooperationfrom the school, and the absence of good innovative models from amongmaster teachers and group leaders."

222(3). "The competency-basea aspects of this program haveappeared too late and too disjointed to be of assistance. . . ."

223(1). "I agree with emphasis on performance and product. . .

We have been told that we must be certain of oux objectives and haveeffective criteria . . . these have little relevance to what variousobjectives could be and what various criteria might include."

224(1). "Competency-based teacher education could be effectiveexperimental method for reaching the goal of obtaining/producingeffective teachers . . stresses performance which is important."

225(1). "Competency-based teacher education allows students-to work and learn at their own rate and on things they do not havecompetent knowledge of when they begin . . . work without timepressure . . teacher is a supplemental instructional tool."

225(2).best method."

225(3). "I feel a competency-based program has met my needswell . , . has been what I expected . . . a lot of work . I feelconfident:about teachl.rg on my own next year-. .

"I still feel competency-based teacher education is the

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226(3). "1 wouldn't have traded my year in Urban Corps foranything; even money. We have been most fortunate to have competentconcerned instructo7:.s who have gone above the call of duty--a goodprogram. . ."

227(2). "Competency-based teacher education is the wave of thefuture. It should take over the whole process of teacher education.

. . Practical experience and intensive classroom exposure is theonly way to develop teaching skills."

228(2). "The best way to acquire the ability to teach is to teachand not write papers about teaching. . . ."

229(2). "Competency-based teacher education will be the teachereducation program of the future. . . . To get your feet wet with thecompetency-based program is much more relevant to a future teacher. . . one action in a classroom is worth a dozen textbooks. . . ."

229(3). "Competency-based teacher education fulfills a verydefinite need in education today."

230(2). "I have found competency-based teacher education worthwhilein both its design and actual functioning. Program is weak in personnelleadership in individual school settings."

230(3). "Great to be in the classroom for a year."

231(2). "I believe the competency-based teacher education is themost appropriate way to train teachers. It eliminates the people whoare not the most qualified. The teacher becomes more aware of his orher problems. . ."

231(3). "Teacher Corps is far from being an innovative agency.It is geared too much toward traditional programs . . . need for better

models . . . need more opportunity to observe other styles of teaching."

233(2). . . . competency-based program seems the bast possibleeducation program for teaching in a certain area. . . ."

233(3). "Program was a bit unorganized and forms of competency-based aspects of Corps were limited--overall picture of program wasfavorable."

235(3). "The whole problem with my experience in Teacher Corpscentered on the expectations of my team leader and of the other teachers

in the school. Apparently no one had adequately explained the purposeof Teacher Corps to these people. Colsequently, at my school, theprogram was almost entirely traditional."

236(3). "Competency-based aspects can be more effectivelyimplemented if students were grouped as a class in the beginning of theyear (according to ability in major subjects and maturity). . ."

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301(1). "Competency-based teacher education places more emphasison performance and product . . appreciate the idea of direct experienceas a learning process, coupled with directed objectives. . . ."

301(2). "I feel much of the competency-based program has beenshaduwed by often meaningless busy work which is time consuming and oftendistracts from on-site learning."

302(1). "Appears to be good but how do you move from module tomodule; does a test really measure my competency?"

303(1). "Concern and respect for the children of low-income andminority families is long overdue."

303(2). "Competency-based teacher education seems somehow morestimulating to the teacher. The student will probably benefit more thanthrough the old method."

304(1). "I have mixed feelings."

304(2). " . . . only one of our courses is competency-based. Theprogram is a failure--community participation is nil, program is verydisorganized."

305(1). "This method could be carried further to be used withinthe classroom of the public schools. . . ."

305(2). "I would like time for more school and communityinvolvement and devote less time to the college scene."

305(3). "Within the last few months this program has become moreinnovative and individualized than in the preceding months. However,there are still difficulties in trying to be 'innovative' in a pre-established 'system. . . . course content is more relevant andenriching.

306(1). "Competency-based teacher education engenders feelings ofworth and a realistic assessment of the student's abilities andinterests. . . ."

306(2). " . since the competency-based aspect, I have becomemore logical and more able to deal with the classroom situation. . . ."

307(1). "Competency-based teacher education adapts to the needsand time patterns of each student and will result in revolutionarychanges in the educational system all over the country. . . ."

308(1). "Competency-based teacher education can only be successfulif one has the community in which he is teaching to back him up . . .

must find a way to break down the traditional method first. rt

308(2). "We have not had much experience in actual classroomsituations. . . . program as a whole is still not very well organizedin terms of courses that will be taught and administrative matters."

308(3). competency-based program has helped me in terms

of writing lesson plans, behavior Objectives, and so forth. . . . themost important area of the program is to train us to be good teachers,which the staff has not provided us so far."

309(1). "Allowances are made for the 'slow' learner whosemotivation and interests have hitherto been ignored and unattended to.It is important to believe that everyone can be motivated--all one hasto do is find the right girmiick."

309(2). "Program is unorganized and does not seem to alwaysfollow guidelines. . . . defining doesn't mean one can really dosomething. . . ."

310(1). "This is my first real introduction and I reserve myopinions until I have seen it working in a classroom. .* . ."

310(2). "I like the feeling of achievement that it gives me . .

we often get tied in knots because something gets hung upadministratively. . . ."

310(3). "Somehow I don't think we have mastered writing relevantbehavioral objectives for ourselves. . . I went to visit otherclassrooms and this gave me a great deal of fire and stimulation totry new ideas... . I had already been warned that the program wouldbe a hassle; as long as I can become a good teacher in spite of thehassles, I am satisfied. . . . We need to work out more relevantstuff for behavioral objectives, be sure to cover all sUbject areas,build up a repertoire of things for children to learn with."

311(1). "Competency-based teacher education is more responsiveto the needs of the individual child . . . in favor of the constancyof achievement with variation of time and placement of emphasis oncompetency measurement after instruction. . . ."

311(2). "We need more involvement with children in the schools inthe form of observational experiences . . . some aspects lack relevanceto prepare me to teach in low income areas. . . . Program is not asorganized as I expected."

312(1). "Competency-based teacher education is the only kind ofchange that will save the educational system in this country, if it isto be saved at all."

312(2). . . . Some confusion as to the definition of competency-based programs . . . sounds good on paper . . . it is difficult toaccept changing rhetoric without experiencing many of the changes. . . ."

312(3). " . . . the longer I am in Teacher Corps the more I amdisillusioned. The program is a microcosm of the general problems onevery-level: (1) irrelevant information, (2) artificial methods ofdealing with children, (3) Incompetency in direction and leadership,(4) inability to treat students as thoughtful, contributing humanbeings, (5) breaking contractual agreements, (6) general individualistic,non-community oriented philosophy, and (7) general lack of concern forpeople as humans."

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313(1). " . . . competency-based teacher education is great--we've known about it for a long time--try and implement it in any real

way and zap!"

313(2). "The competency-based aspects are great. The problem for

me is: our module program requires time, community things requirestime, my on-site school observing takes time, and the end result isthat I developed a slipshod attitude towards the whole thing."

314(1). Nithin the concepts of these new trends all of the newtochnology can be put to full use. With the aid of the new materialsand concepts, teachers will be able to really learn how to teach fully.A teacher can become a guide to free the child for more learning."

314(3). " . . several reforms have a chance of bef_n8 accepted

by the Faculty: on-site instruction, individualized programs,student participation with curriculum design, and student participationin governing the operation and goals of his education. . . ."

315(1). "I like the emphasis on children accompanyirg methodologicalinstruction. A danger in shifting from the traditional program is that

the modules aren't completely developed so that basic information aboutteaching ideas and strategies in math, reading, language arts, are not

available."

315(3). "(1) I like the idea of competency-based education.just haven't found out how'to teach it; (2) my expectations are noworse than I expected; (3) a particular problem here is theadministration."

316(1). "This new approach to teaching allows the instructors toindividualize more with each student, and thus, more personalization.This approach, I think, would enhance the student's retention rate andmotivate him to learn, by doing it for a friend (teacher). Also, I

think, this approach would enhance the student's self-image by having

the teacher work on a one-to-one basis."

316(2). "I feel that the analysis of teaching strategies, planning,and demonstration of competencies is most essential to effective

teaching. Also, application of competency-based teacher educationtechniques will instill a constant re-evaluation of teaching methods.

. . competency-based teacher education will professionalize teachereducation and expand the minds of teachers and students."

316(3). " . . . the program is good, but in actuality verydifficult to implement. Most of the major difficulty arises from lackof communication between on-site instructors, team leaders, master

teachers, etc. So much of the instructional time was wasted on trying

to agree on how to evaluate interns that the instructors didn't spend

enough with the interns instructing."

317(1). "Competency-based teacher education will,give :to the:teacher--as Well as the children--a view of the learning Of.the children,

and a loOk at the teacher as to how many materialscan be used in that

class,"

318(1). "The schools, on any level of education, cannot exist any

longer as institutions which have no contact with the community and/or

other institutions. The multi-institutional concept and the instructional

module plans, I agree with strongly--the other ideas seem to facilitate

the operation of these principles."

318(2). "I don't think the total program has been nearly aseffective as it should be--interns are too bogged down with scholastic

requirements, program details, school district coordination, etc., to be

as creatively concerned with competency-based education as I feel they

should be."

319(1). "A teacher must be committed to his job, first of all . .

be willing to give his time . . . take a child's interest in developing

his learning situation. Personalized instruction gives a teauher the

opportunity to better understand and help a child."

319(2). "I like the competency-based aspects of the program . .

helps to know exactly what we are doing and where we are going . . .

helps to plan things better . . . helps my teaching tremendously. There

is the pressure of the time factor. We have to set priorities."

319(3). "

but rather timeI feel that oneacademically or

. competency-based aspects are ideal and excellent,

consuming . . . one big problem is the pressure of time.

cannot achieve to the best of one's ability either

practically. One has to make choices of priorities."

320(1). "I believe that the competency-based program, if adopted

in P, widespread manner by teacher-training institutions, could be the

vanguard (so to speak) of revitalizing and making education (at all

levels) a relevant and exciting experience."

320(2). "Only one course is competency-based; my feelings for the

most part are very negative (60-75% of the time on meaningless academia,30% in the nn-site school, little or no community involvement, or even

time for it! Teacher Corps had better get its priorities together."

321(1). "The competency-:based teacher education program manifests

an extremely significant method of accentuating the need for developing

creativity, individual thought, a relaxed and tension-free environmentfor learning within the educational process. I especially like the

idea of bringing in the community and other parties that are directlyconcerned with students and aware of their various. needs."

322(1). "I feel that competency-based teacher education is the

answer to better qualified teachers. I like the exit requirement as

opposed to the entrance requirement idea. Through this method ofselection, I feel one is more able to judge who is better qualified."

323(1). "Basically, the system appears sound: to let the

student's individual aptitudes and motivational factors determine the

pace of learning and the sequential order."

324(1). "This new program is to help the child want to learn

or be motivated to help someone learn. I am very pleased with this."

324(2). "I like it--overall, it helped me as a person--a new wayto see teaching."

325(1). "I applied to Teacher Corps in large part because I feelsomething new, different and innovative has to be brought to theeducational scheme if we are to survive educationally. There are anumber of teachers who are literally destroying children because oftheir methods of imparting knowledge."

326(1). "The new trends in teacher education are greatly neededand are late in appearing.in educational settings. From experience,the new trend of education can only be successful it it is structuredand followed through well. The competency-based program should beworkable, but it must be relevant to student situations."

326(2). "The competency-based program that I have experiencedsometimes become repetitive. The competency-based program has helpedme evaluate myself. The program is good, in that it gives one a M.A.degree, while paying you a stipend and gives one on-the-job training.It was deceitfUl in health benefit promises, wages being paid on timeand the tremendous busy work aspect."

326(3). . . . competency-based program would have been valid ifthere had been a form of evaluation to follow up lectures and hand-outmaterials . . . community aspect has turned into a farce . . . have notcome close to giving 12 hours a week to the community."

327(1). "The new humanistic approach gives the child and teachermore expression and,creativity in his learning. The child will nolonger be afraid to open up to the teacher about problems that may ormay not be related to his learning process."

327(2). "There is just not enough time to do a high quality joband all three aspects (academic learning, participation in school andcommunity) and still rcltain human. One is told to set priorities, butif one is committed to education, children, family and academic learning,it is very difficult to maintain a positive self-Image if you malst givea low priority to something you feel is really worthwhile."

327(3). " . . . idea of competency-based is used different waysby different people. It seems to me that all education should be basedon competency. I expected more organization and direction in theprogram. I liked the extended exposure to children . . . there hasbeen too much destruative interaction among the staff. Too much of theinterns' energies are used up in planning our own program and workingout problems among the staff. . . ."

328(1). "Until the attitudes of teachers, administrators, parentsand community are responsive to the need for change in the present systemnot a hell-of-a-lot of learning or teaching will go on. Hopefully, thecompetency-based progran would. begin to turn on some teachers to beresponsive to the needs of their students, and certainly, their ownpreparation."

329(1). "The child's needs and self-image are enhanced greatly bythis program, mainly because it shows him someone really cares abouthim outside the home. . . . the new trends in teacher education can helpthis child with the needs he lacks, possibly a feeling of worth."

330(1). "The dual concepts of self-pacing ard increased exposureto actual classroom situations are two vital elements in assuring afaster and more successful development of truly competent classroomteachers. My response would be that on paper it sounds superb, but infact its success wou/d depend largely on the competence and diligenceof the teacher who was administering it."

330(2). "With reference to the whole program, I am disappointed:(1) the program is highly disorganized and the chains of command aretotally ill-defined; (2) personality conflicts have promoted a feelingof distrust, fear, and anxiety in me; (3) internal politics seem to addto disorganization, distrust and inability to gain maximum knowledge."

331(1). "My genez'al feeling about what the trend of education todayshould be was expressed quite well throughout the presentation. Inoticed that the other nine trends did not differ that much from thecompetency-based rrogram."

331(3). " . . . competency-based aspects required extreme disciplinefrom all levels. There have been a lot of disappointments, but this isexpected in a program such as this. . . . Problems revolve around theweaknesses of community-based programs not being tied to the competency-based programs.!'

332(1). "I don't know much about teacher education at all. I wentto college where I was taught on a competency-based program and I like it."

332(2). "Sometimes it's not really what I think competency-basededucation should be, but me.cely programmed (like computerized education).I prefer more individualization."

332(3). "Competency-based education is a good idea; however, theemphasis seems to be on general subjects to be taught in the schoolsand not enough emphasis is placed on the intern's skills . . . this ideaof the intern meeting the needs he had when he entered Teacher Corps hasbeen completely put aside. . . . My team leader and faculty adviser werereally making Teacher Corps worthwhile."

333!1). " . . . the trend is good, in fact, ideal. What isdifficult is to train future teachers toward these goals, especiallywhen they themselves have been taught in a drastically different manner.If to 'teach' means bringing about growth in children, then that isideal."

334(2). " . . . very useful and a productive way to innovation.The structure is very strongly enforced, but in the beginning it lackedorganization. The program has begun to give me a firm foundation from-which to begin as a teacher."

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335(2). " . . . competency-based doesn't freely come to gripswith the attitudinal and value experiences in a learning situation.The opportunities to utilize the competency-based techniques are fewand far between. Overall, the program is promising for me, if I canadapt the input to fit my ability without too much interference andpetty structure."

335(3). "The competency-based aspects are still in its developmentalstages. It still leaves a lot to be desired in terms of the clarity ofdirection presented by the staff. I see competency-based education insmatterings developed by different people each with a varied viewpoint.Nonetheless, the exposure I've had to competency-based education hasgiven me a glimpse at the possibilities it has as a sensible method ofcurriculum development and instruction. . . ."

336(2). "I am in favor of the continuation of the competency-based teacher education. . . . The purpose and objectives of the programhave never been doubted and are very clear in my mind. Now I can seereal progress in myself and those around me."

336(3). "I feel competency-based on-site training is by far thebest method for teacher education. The program is not bringing aboutchanges in the traditional program, A major problem has been intern-staff communication of problems to each other."

337(2). "So far I have felt highly frustrated and overburdened.The module clusters are well organized and I can relate to them, butthere are simply too many. The competency-based aspect of the program,I feel, will help me become abetter teacher if I can assimilate allthe material being presented. The program as a whole has fallen shortof my prior expectations. Much is expected, but is it a realisticexpectation on Teacher Corps part?"

337(3). "The competency-based asiDects have not been fulfilled, bythe staff. . . . There has been little or no consistency in those peoplewho have been assigned to give us the experiences necessary forcompetency-based teacher education. Communication between staff andinterns is muddled. Our training has lacked proper or enoughcurriculum Input. My expectations are about nil at this point. . . ."

338(2). "I feel competency-based education is the thing forbetter education. I feel the Teacher Corps locally is not totallycommftted to the interest of the intern. There should be some concernfor individual needs."

339(3). "Elementary education has not kept pace with theprogressive trends . . . I think we must move away from the standard'all white' middle class approach to education and attempt to makeeducation relevant to other cultural groups. The problem area seemsto be in providing an education that is stimulating and meaningful toelementary school children, especially in the areas of social scienceand language arts. . "

340(2). " . . . As yet I cannot evaluate its potential success orfailure. Intellectually, I support competency-Sased education verymuch, . . . I somehow hoped for more guidance and training dealing withlaw-income familiespsychology, discip2ine problems, etc. . . ."

340(3). "I feel that the Teacher Corps program has spent too muchtime on administrative problems and has generally been disorganized, butI do have deep hope that the coming year will be extremely successful."

341(2). "I feel that the experiences that I have had in TeacherCorps thus far have enlightened me more on areas of: (1) thedisorganization of the program, and (2) the inconsistencies of TeacherCorps guidelines. I don't feel that the entire staff is trying to helpus (interns) very effectively through this program. . . Competency-based aspects don't all seem to tie in with what I'm doing now in theclassroom."

342(2). "The personality of the Teacher Corps staff is overallcompatible to me. . . . All of the personality differences are notintolerable or damaging to the actualizing of my potential or to thesucceso of this program. . . The courses given to us are starting toshow promise of bertoming relevant. . . . The attitude of my peers isgenerally a healthy positive oui,look. my team and team.leaderinteractions are very favorable, creative, exciting, and honest. . . .

342(3). "Once again, a semester of inadequate instructions ordirection from the staff at the college . . . . Whatever was learned,happened in the classro:7m setting of the elementary school."

343(3). "My feelings concerning competency-based educationmixed. The positive feelings deal with the agreement that objectivesaad goals are a necessary element in maintaining a perspective ofdirection. The negative aspects, however, are centered in the area ofnot seeing the forest for the trees'--too much activity in educationalphilosophy may prohibit actualizing potential. my peers for the mostpart are people of integrity, warmth, intelligence, concern for others,and responsible. The staff has shown attempts to bend with the demandsof the interns to implement social and educational changes

401(3). .."The classroom experience has really been beautiful. Thecollege experience-. is.s. continuous hassle. Most professors-have nOconceivable knowledge.'of competency-based education."

402(1). " . . . To have no set curriculum with no set time inwhich a student must shaw his growth and proficiency in a subject is agreat leap forward. A child may develop at his own speed, utilizinghis own potential, which can only help to bring out his desire to learn,his hidden talents, and incite him with motivation and confidence . . .

beneficial to the student-teacher . . . very impressive thing wasemphasis on exit from school, not the entrance."

402(3). "Any competency-based program is only as good as the

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teacher. St prdblem of concern to me is the community aspect--makingourselves felt in the community, and knowing what organizations oractivities to engage in."

403(1). " . . When properly implemented, this program wouldgive the student of education a relevant background and education for

his career as a teacher. It will give the student-teacher a chance toexperience many different aspects and avenues of teaching . . . theonly difficulty is the conflict of traditional professors who aretrying to teach competency-based education. . ."

403(2). " . . . the tota- program through preservice and thus farhas been totally disorganized. This disorganization and incompetencyhas been very disillusioning. I'm still hopeful, but my enthusiasm hasbeen thwarted with each new step. . . ."

403(3). "Competency-based has primarily been responsible for afeeling of utter frustration. The total program is pretty good, but isnot what I expected . . . have been very disappointed, The best partof the program is the teaching practicum. . . ."

404(1). "I like the idea of small group seminars and discussionsbecause I believe it will encourage your shy, reluctant student. . .

I see this system improving the lot of the average or slow learner, byenabling him to progress at his own rate, without stifling his creativityor destroying his initiative by emphasizing the speed one reaches hisgoal. . . . I hope that a teacher would not find herself bogged downwith plotting graphs and progress reports. . . ."

404(3). "It is my expressed opinion that it will be a long timebefore the competency-based education replaces it in the school system.There are certain skills and facts that children must learn and so farthe traditional program seems as good as any in presenting theseideas

405(1). "The changes will, at least, erase the teacher-pupilalienation. Competency-based programs allow students to learn at theirown rate of speed, learn what interests them in relation to other.subjects. . . . Student groups using discovery method seems to be amore positive way of learning. . . . implementing this in our presentpublic school system is not realistic. . . ."

405(2). "I feel the camp experience was the most positive aspectto becoming a competent teacher. The follow-through program follows;almost exactly, my conceptions of needed changeP in education. I amfeeling more positive toward the program than I did in pre-service. . . ."

405(3). "Competency-based aspects has been alright. The programhas met expectations; however, I am having doubts about myself in thistype of program. I feel, to be involved in this program, one hasvery little time to himself fOr self-evaluation and planning for change."

406(1). "There are certain elements (competency-based) that I like

very much: (1) de-emphasis on factual knowledge and emphasis onperformance and product, (2) elimination of strict time limit,(3) emphasis on exiting requirements, (4) the shift toward morestudent-teacher contact, and (5) attempt to make education moremeaningful and relevant. . . ."

406(2). "I am very happy with the teaching part of the programso far. The course work is extremely disappointing, not challengingintellectually, totally stifling, and a waste of time. . . ."

407(1). "Guarded enthusiasm. Generally tho new trends sound verygood and perhaps herald the return to humanistic education as opposedto mechanistic education. As stated,.any new process must be aneffective blend of all the new trends and methods. . . ."

407(2). "I feel competency-based programs can be very beneficial.. . . My feelings toward the program are ones of guarded enthusiasm andhope that the program can work. I'm still reserving judgment."

408(1). "Students work at their own pace. Several methods ofinstruction are used in addition to tiaditional teaching. Competency-based program sounds nice--but is it practical for public schoolsystems?"

408(3). "I have negative feelings about competency-based teachingas no one has fully explained it to interns. Also, I question competencyof those attempting to teach a ccmpetency-based program. I am extremelydisappointed, except by my involvement in the school. The main problemis one of communication. . ."

409(1). "The new tre;ads in teacher education seem to be the onlyintelligent and practical ways to handle the problems resulting fromthe traditional teacher education programs, problems which partly arosefrom too much time spent in the classroom. Actual working experiencewith childi-en is the only sensible course to pursue."

409(2). "At this point, it is difficult to comment on any competency-based aspects of this program--our classroom experience is an on-goingthing and is actually the only practical aspect of the program. In fact,it is the only worthwhile aspect of the program so far."

410(1). "I feel that knowledge of aims assists the learningprocess and somehow increases the integrity of the.system. Moreover,the individual progress and the interest value increases motivation.. . . Really like the idea that the individual has So much responsibilityfor his own actions and choices."

410(2). "I feel that the ideal competencybased experiences wouldbe fine, but as long as professors define module and competencyindividually, the_ideal doesn't exist. The thing that makes the wholeprogram bearable ls the school.

410(3). "I have not experienced much competency-based material.. I feel that Teacher Corps has not accomplished:many of its goals

. . innovation is not really implemented and to some degree the ladkof fulfillment is resulting--I think the major problem is feeling ofsuperfluousness in the school situation."

411(1). " . . the real criteria then is how the teaching programaffects the student--positively or negatively. Any of my judgmentswould be of a most theoretical nature, but it would seem, however, thatcompetency-based educatior has real insights into the development ofthe student as a person and this, I believe, is very good. How it willwork is another question."

411(2). "Pleased with program--have learned sone more aboutcompetency-based education, but hope to learn more as we proceed andare able to test it in practice rather than theory. Believe competency-based is one way towards improving education--there are others."

412(1). "New basis offers more faculty-student discussion andencourages using theories right away, instead of just learning aboutthem."

412(2). "We have not gotten into the community as much as Iexpected. The school is much too hung-up over routine and I feel itis unnecessary, but we are continually cautioned not to rock the boat.I feel frustrated, but things are improving. As compared to my pre-service ideas about the Corps, it is not as exciting or as challengingas I expected it to be."

413(1). " . . . the most important and most logical is the idea ofeach person treated as an individual in the learning process. Everyoneshould proceed at his own rate. Student teacher should be studentteacher for four years rather than one semester. . . ."

414(1). "I feel competency-based teacher education can be used inthe classroom. The student should progress at his own rate of speedwith encouragement and motivation from his teacher. The teacher shouldset a goal which the student should finish (at his own rate). . . ."

414(2). "As a whole, the competency-based program is good. However,this is not used widely in the school system I am in. Being an intern,I think, much can be done for the low-income children through TeadherCorps

414(3). "My expectations of the program were not met. My feelingswere that there would be new ideas learned in the classroom approadh.Visitations made to different schools have been helpful. Motivation ismy basic problem area."

415(1). ."CoMpetency-basedi approach appears to be a More helpfulway to teach,and get usefUi ideas presented .to all children and.appearsto allow all children to move at their .peak levelsTithin a moreindividualized form of teaching relationship between:the student andteacher. . . I wOuld like this new system tote inOorporatedthroughout the educational process.

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415(2). "I am somewhat enthusiastic about competency-based aspects,somewhat hesitant about its overall results. My experiences in TeacherCorps seem well founded and beneficial. It seems the program would beimplemented much more readily, if change occurred in the higher levels

aad moved downward."

415(3). "There doesn't seem to be enough feedback or evaluationof competency-based criteria. I feel the program should be furtherdeveloped to cover broader areas of competency. The problem that I haveis assimilating a competency-type situation within the traditionalscheme which I find myself."

416(1). . . . As a short-lived education major, I found a bigfault to be the irrelevancy of the curricula. I feel the more timespent in the public school, the greater amount of interaction she haswith children; the more. actual classroom experience, the better theteacher she will become. . . ."

417(1). "New trends and competency-based teacher education, i

think, would be most useful on the undergraduate level. For TeacherCerps members, I think, it would be somewhat irrelevant. I don't feelthat Teacher Corps members really have the time or will be granted thetime to achieve at a rate better suited to his individuality."

418(1). . . . I consider it extremely important for teachers tobe testing their skills in a real setting all through their college

training. . ."

418(2). "In the Teacher Corps so far I feel very positive aboutthe competencY-based aspects and also feel that it should. be incorporated

into our teaching per se. My expectations were a bit more up in the air

and abstract . . . the realness of the situation is good. I feel I amgrowing and watching, learning ways to be an effective teacher in an

inner-city school."

418(3). "Competency-based aspects seem misunderstood by theprofessors. The aims of students, profs, and Teacher Corps directives

were in conflict. . . . The whole set-up attracts an idealistic-typeof individual. Ay major prdblem is role-identity. I have become veryactive in the community and most of the kids forget that I am a teacher.

It becomes hard to teadn (with discipline) a large group of children."

419(1). "My major personal reservation is the attitude toward thestudent as a 'product.' . . . The implicit attitude is that the 'student'is something which is acted on to make 'it' respond in the desired

fashion."

420(1). "Having myself been placed very abruptly in a position oftotal teaching responsibility . . . I can appreciate the gradualapproach, in which one begins with 'micro-teaching' and moves at his

own pace toward full teacher responsibility. Emphasis on performancep:n.d product is also goou.. . . .

420(3). " . . . I find competency-based program superfluous to mypresent teaching exPeriences, time consuming and annoying."

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421(1). " . . . the only true experience a person receives isstudent-teaching. A teacher should have more training throughout hisprogram. . . . Competency-based prograns can be good when teachersunderstand it more and accept it as another way of teaching other thanthe traditional way. . . ."

422(1). "I wish I had feelings on the matter, but this wouldrequire better understanding. . . ."

422(2). "Things have been a bit slow. The program is yet todevelop a complete modular system. The limited exposure was somewhatenlightening. Forthcoming events promise a greater conjunction attheory and practice. This should assist any fUrther consideration ofcompetency-based education."

422(3). "The impact of the competency-based program is based onthe proficient student and his acquiring of proficiencies. I havefound responsiveness based on the responsible approach. Prior experiencein traditional programs has been rigorously guarded. The advancementin technique is geared to deliverance."

423(1). "The idea of achievement versus time appears to be a mudhbetter way of learning. This appears to be one of the main ideas inthe program. My question concerns how the program works in a school.How do you gp about teadhing individuals at different rates? I thinkit is a much more effective way of learning, but difficult to carryout. I!

423(2). "I like the nodular program in its ideal form very much,and we have had some good modules to work with. It's also much betterto get into a classroom, do things, and get feedback rather tlian toread theories from a book and then one or two years later, go out tosee if they work."

424(1). "Competency-based teacher education allows for much moreflexibility . . . greater freedom for both teacher and pupil to expressthemselves and learn together . . places greater responsibility onthe teacher since be or she has less 'structured' and 'learned'techniques to fall badk on."

425(1). "Competency-based teacher education relies on exitrequirements . . . allows enough time where it is needed . .

progression at one's own rate is good. Program has specific criteriawhich must be met and it measures what has been learned. . . ."

425(2). "I feel very positive about the competency-based aspects. . . stating of objectives mad terminal behavior is much better thanI expected it to be. . . ."

426(1). "I feel positive about emphasis on exit requirements.This program also is more flexible than the traditional program becauseit allows students to make progress at their own individual rate."

427(1)4 'The logic from which the program has been derived appears

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to be very good . . . the program must be a positive replacement andnot a change for change's sake. I think it is a positive change."

428(1). "Competency-qpased teacher education allows the teacherto be closer to studetns and establish a more positive relationship inregards to student-teacher relationships. . . ."

429(1). " . . . Competency-based teacher education is better sinceit is based on individual performance . . . allows the individual theopportunity to gain as much as possible out of the subject matter ashe works at his own rate. . . ."

429(2). "I don't feel that I have thus far had the experiencewith the competency-based program to the extent that I can voice anopinion."

429(3). " . . . we have been taught a great deal about competency-based teacher education, but we have little opportunity to exercisewhat we learn. I yes very ambitious to try this approach, but I havefound it to be impossible working in anoher teacher's classroom."

430(1). "Competency-based teacher education can be effective.. . I feel that more time should be spent on the individualperformance than on testing the individual. . . ."

430(2). "I have not had that much experience related to competency-based teacher education and, therefore, I am not able to discuss it atthis time."

431(1). "Although competency-based teacher education is morepersonalized and more informal, it creates the problem of not havingenough teachers to adequately perform in this area . . . possibly bothtraditional and competency-based programs might be incorporated. . . ."

431(3). . . . the in-school service that the intern performs isinvaluable. Competency-based teacher education appears to be the mostvalid approach. . . ."

432(1). "To have a better utilization of competency-based teachereducation, the school calendar would have to be radically changed . . .

facultywould have to change--more teaching and student contact. . . .

The student-faculty one-to-one- contact would be a decided improvement.. . Exposing student-teachers to small group teaching over a longer

time. . . ."

432(3). "We need leeway to take courses which would strengthenover weaknesses . . . assigned 'permanent' situations too soon . . . ifa 'portal' type school is not available, interns should not be penalizedif we don't function in a traditional manner. . ."

433(1). 'I perceive the new trends as good ones if they can beimplemented in reality. Specifically, the individualization ofinstruction and some insight and understanding of the cultural andsocial background of the student to assess his cognitive understandings.Also, the field-centered curriculum."

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434(1). " . . . it is a less formal type program of educationwhere expectations and goals are made known from the outset . . . for

the majority of humans, who are interested in dbtaining eithergraduation or just a degree, the program seems highlyunreasondble.

n

434(2). "Competency-based teacher education, I believe, may workin a college setting where independent study is what is desired. Ourobligations in this program are so many that competency-based educationcannot be given a fair chance. We do not have the time to work on

classwork. . ."

435(1). "It sounds very hopeful. . . ."

435(2). "I feel competency-based teacher education aspects ofprogram were rather weak . . . my interest in some modules has not beensufficiently aroused. . . . I expected the program to be morecomprehensive and involved than it has been up to now."

436(1). . . . may need to incorporate enough of the traditionalapproach so as not to lose control of the situation . . . may be lackof direction on the part of the student if he is left to 'do his own

thing' so to speak."

436(3). "Overall, the experience I have had is positive. I havenot had enough experience in competency-based teacher education to formany concrete opinions. The courses I have taken, overall, have notbeen very educational. The most benefic!al aspect of the program hasbeen the on-the-job training."

437(1). "It seems positive in respect to students working at theirown rate and level. . . I am somewhat dUbious dbout the validity ofdefining what experiences the student should have and whether thestudent teacher can be evaluated by pupil's performance. The modulestructure seems to allow for individualization and studentpreference. . . ."

437(2). "The community module was good. The interaction analysisis too involved and we have not had the time to devote to it. Theearly childhood module was ridiculous. The Teacher Corps program isgood, but we are spreading our time too thin over a multitude of

activities."

437(3). " . . courses have been irrelevant . . . administrationis out of town or unresponsive to intern interests . . . few _positive

examples to learn from . . . community work has been undirected . .

at this point, morale is very low. . . . I have enjoyed my contactwith the kids and the community . . competency-based teacher educationisn't the panacea. . . ."

438(1). "New trends do not seem to me to be that new. Except ina few instances, the points mentioned correlate with the usual stepsin lesson planning or as called here, modules. You are supposed tohave pretesting, instructional objectives, procedures, technique,

1isting of materials (with emphasis on creativity) and finally post-testing--exactly what is the difference between traditional andcompetency-based education?"

438(2). "I basically feel letexactly pinpoint the reasons. I doany competency-:based aspects of thea statement to that effect."

down in the program, but cannotnot think I have directly experiencedprogram and, therefore, cannot make

439(1). " . . . the concept and use of the instructional moduleespecially interests me . . . the module approach to instruction seemsto offer much more to every student. . . . I am interested in workingwith this method and more vigorously studying this method. . . ."

440(2). "I haven't had enough experience with the competency-based program to readily discuss it at this time . . . the experiences

I have had have been meaningful. . . ."

501(1). "I think the new trends are very good. They give thestudent more time to be independent and less time for dependency.This is very good because the student will be able to learn by his

mistakes."

501(3). "My Teacher Corps exper:tence for the last nine months hasbeen a rewarding one. I have learned bow to recognize the feelings ofother individilpls."

502(1). "What has impressed me the most is the avoidance ofstocking theory into the student without permitting actual implementation

of the theory. This is what I feel is most important. . . . In a

competency-based program . . . the person will be dble to understandhis own ability to implement theory in his work as well as his thoughts.A person will be allowed, in an early stage, to recognize what he canand cannot do and how to change. It will provide a situation in whichsuch change is possible. . ."

503(1). "I think the new trends in education discussed would begood for both the student and teacher. . . . a more realistic approachto education rather than the traditional would be much better. . . .

the way the program is set up a child will also be much more independent

in thought and ideas."

504(1). "Is competency-based teacher education so new? In the±ield of educating teachers, perhaps it is a new innovaion; however,'enlightened' teachers have been utilizing this or similar ivethods.

It does appear to be a great improvement over the usual, or traditional,college-university teacher education program in that the teachereducation student is allowed more freedom and individual initiative,which I believe is good, and also that the training .takes placeprimarily with the end product rather than being an isolated programseparated frcrm school children. Teacher education must continue inthis and the other noted new trends if beginning teachers are to copewith today's school-age children."

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504(2). "The competency-based aspect of the program isn't reallybeing applied; assignments are given . . on a class basis, ratherthan according to individual intern's needs, dbilities, or competenciesalready attained, and avenues of demonstrating proficiencies aren'tavailable. The program is not structured so a8 to produce competentteachers--traditional methods (i.e., specified reading assignmentsalong with reports) are utilized-while interns are expected to beinnovative!"

505(1). "I feel that competency-based teacher education conceptwill give students more of a chance to develop at one's own rate. Thetraditional education program places attention on the group as a wholerather than the individual."

505(2). "The experiences I have had so far have made me moreaware of competency-based education and differences of it and traditionaleducation. I felt the program was designed to train interns to meetthe needs of so many students, who have yet to be reached by any meansof educational experience so far in their lives."

505(3). "My feelings about competencybased education have changedconsiderably since my experiences in Teacher Corps. I feel the programis a much needed program in most of our schools if students are to feelworthy and want to achieve more."

506(1). "I think the competency-based training . . . far outdoesthe academic 'training' programa offered in most educational schools ofthe traditional sort. . . . The reality-based portion satisfies theneed people feel to be learning, not memorizing. The difference beingexperience."

506(2). " . . . I don't feel I can answer yet--but I can saygenerally that we were allowed to believe a great many idealisticdoctrines having no relationship to the reality in our particular areasof work. Long on theory and enthusiasm and short on application andfunctional participation. . . ."

507(1). " . . . the competency-based program is a much betterprogram than the traditional teacher's program. If competency-basedteacher education program instills all the characteristics that aresupposed to be instilled, then not only would it contribute to studentsbut to ourselves as individuals."

507(2). "The competency-based teacher education experiences . .

are very positive. My feelings prior to becoming an intern were 100%. . . as an intern . . . towards the program as a whole is 89%. . . .

too many 'hang-ups'--interns .7ho do not want to move to a specificlocale, transportation, paying rent in two places. . . . interns whodo not cooperate. . . . Some instructors are very understanding,others are not. If a group really wants to work together . . . theprogram is going to be successful."

508(1). . . sounds good. One thing I really liked . . . wasspending most of the time in the classrooms . . being responsible

for our own studying sounds scary; it's very different, but soundschallenging.

508(2). . I have only observed. . . . have become fullyaware of the changes and sincere help that is needed. . . . to letstudents succeed at their own rate and to be competent on the levelhe's working is assuring that the student will get something out ofthat lesson. . . . I looked upon the program as just another traditionalteaching job. Now, I want to help change those things that needchanging and look for new and better methods of teaching the studentshow to learn."

508(3). " . . . Competency-based teacher education is morebeneficial to the students. It almost guarantees . . . student willlearn what he sets out to if he is capable of learning. I knew nothingof this program prior to becoming an intern. The biggest problem . . .

is selling the program to a school district that knows very littleabout it."

509(1). "The idea of competency-based teacher education is verygood. . . . learning theories and practices of how to teach rather thanlearning to teach a set body of facts seems much better. Facts arealways changing. . . . I wonder whether it might eventually be possibleto institute competency-based student education to bring these prcgramsto elementary and high school level. . . ."

509(2). "During preservice it was difficult to determine that wewere in a competency-based program completely. . . . Generally thesesessions were good. . . . attitude toward the entire program has becomemore positive since entering field work. Actually working with childrenhas been very enlightening as I have experienced concrete situations. . . .11

510(1). . . . children from ghetto areas have many problems . . .

teachers must be community-oriented, know parents, . . The classroomsetting must . . . move toward student-center instead of teacher-center."

510(3). " . . . Competency-lpased teacher education is necessaryand if it can be presented correctly, will be beneficial. . . . It isideal for any teaching situation. . . ."

511(1). " . . . Competency-based teacher education will work.Having student move at his own pace, . . . is a good step. The studentwon't feel rushed and his chances of retaining what he needs to knowwill stay with him longer. . . ."

512(1). "Competency-based teacher education seems to be the answerto what has been needed for quite some time. The competency-basedteacher education plan seems to be workable. . . . The interdisciplinarycurricula, personalization of instruction, I think will be beneficialas they will help an intern achieve better expressive and instructionalobjectives."

512(2). "Competency-based education is certainly a need but . .

it is difficult to implement this idea into the traditional educationsystem. . . . present education system demands that they (children)

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work with and comply with ideas which are not relevant to the child'simmediate environment. Teacher Corps as a whole is what I had expected,the only one thing I have disapproved of . . . has been administrativemalfunctions. In some cases, people spearheading the program at theelementary school l'evel seem to think that interns are as experiencedas they are in the education field."

512(3). "Competency-based education has not been a reality. . . .

The philosophy . . . is beautiful, but we . . . have not experienceda suitable competency-lpased program. . . . I envisioned Teacher Corpsto be an organized program but my experiences in Teacher Corps havenot been as such. . . ."

513(1). "The idea seems to offer a lot more to education. Thepossibility of on-the-scene training is exciting. . . . to work atone's chosen rate seems promising. . . wdll eliminate boredom andperpetrate interest in students."

514(1). " . . . Competency-based teacher education is more directand Ito the point.' . . . puts more emphasis on the output than theinput, mad . . . it doesn't matter haw long it takes to make someoneunderstand and comprehend as long as the goal is achieved. . . . thismethod is a better way than when students are being taught and expectedto comprehend when situation is not relevant to their living conditions."

514(2). " . . situations in the school district where I. am couldbe improved by use of competency-based teacher education program. .

Competency-lpased program is the better way to reach these deprivedstudents and normal students, also."

514(3). " . I am more positive in my thinking. . . . acurriculum that is competency-based is what's needed for low-income andminority groups because each person can be rated individually and notby standards set . . . ."

515(1). " . . . new trends in teacher education and competency-based teacher education are long overdue. For a number of years,students were expected to perform like robots. . . . carbon copies oftheir instructors. . . . I believe in individual differences. Competency-based teaching seems to cater more to the individual. . . ."

515(2). " . . . experiences have been encouraging. I am in favorof competency-based aspects because they seem more relevant to the needsof the students. . . . I am becoming better oriented toward the goals. . . and noN-- feel relaxed as I understand just what the program isseeking to achieve. I wasn2t clear on the aims of the program at first."

516(1). " . . I am optimistic about the innovative trends, thethinking, which guide this type of program. I am most hopeful for thefreedom of expression . . . this allows for the teacher and the pupil.Freedomwith sensitivity and a firm foundation of direction. It willwork as long as the individual teacher is truly aware cf the needs ofthe law-income group. . . I could foresee a danger point in this field--the proper training (imnersion and involvement) of the competency-basedteacher in the areas of home and neighborhood."

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516(2). " . . . I do not feel that I relate to competency-basededucation. . . . Competency-based is philosophical in its approach, butoffers no concrete methodology. It is a philosophy and . . . I agreewith its directions. . . . But, then we encounter reality and thepractical application of competency-based education. . . . beyond itsphilosophical niceties,--competency-based education is just aredistribution of the same old wares in the traditional classroom. . . ."

517(1). "Having been taught by traditional-based teachers, I feelalmost any innovation will be an improvement. It would seem thatcompetency-based teacher education would be a vast Improvement; I knowtoo little as yet to judge.

517(2). "My reactions are positive except for lack of support orinconsistent aapport from program."

518(1). " . . . these new trends are a step forward in theproduction of good, competent teachers . . . seem to allow the studentmore time to gain more experience in the teaching field . . . seem tofocus on closer student-teacher relationships. The competency-basedteacher education program allows the student equal time to study, worktoward a degree through class work, and gain experience and competencythrough field work at the school. In essence, the competency-basedteacher edution program . . . explains itself in that this is a programdesigned to produce competent teachers through experience gained throughworking closely with students and having the opportunity to learn andgain experience simultaneously."

518(2). " . . . Competency-based education is not only a newfacet of education, but it is a theory that should be experimented byall schools . . . allows all students to learn and at their rate ofspeed. . . . Competency-based education is a definite way to reach theslow student."

519(1). " . . . Competency-based program good because it is moreconcerned with perforrance output instead of the knowledge criteria.. . . takes the different abilities of each child into cnsiderationand places less emphasis on time. Also, the competency-based programrecognizes this communication gap [in the traditional program] and triesto reduce it and . . . provides the means for it--less lecturing andmore discussion."

519(2). " . . . I am all for competency-based program . . . itwill help the children in the long run. . ."

520(1). " . . . Competency-based teacher education seems to be theanswer in that it focuses upon teacher-student relationships andeducational experiences. . . . enables more time to be spent with thechild in order to determine his own individual needs and abilities. . .

520(2). "There have been very few competency-based aspects appliedto the educational curriculum in so far as I have observed. Mostteaching is still done on traditional methods."

521(1). " . . . Competency-based teacher education is much better.. . . the student-teacher is able to learn (from doing in the communitytogether with the classroom) free from the confines of the oftenirrelevant multiversity where all too often the mere completion of aset number of credit hours qualifies one to teach children. . . ."

521(2). "I am strongly in favor of implementing a competency-basedprogram in every school district in the United States. It is goodbecause it states behaviorally (concretely) . . . amount of expertise. . . to be proficient. . . . thing of accountability appeals to mebecause . . . people must have incentives to do their best."

521(3). " . . . very favorable about competency-based teachereducation programs. To tell a person what you expect before instructionis the best way to insure that he will be measured properly. Also .

good to take the person where he is and allow him to do just what he iscapable of doing. . . ."

522(1). "Basically, it sounds like a good program. However, Iam still in the dark as to how the program operates on an individualself-pacing program. The faculty-intern interaction is a great idea--this way we'll spend more time than in normal classroom circumstanceswith the teacher."

523(1). "Competencybased education appears to be an attempt tohighly structuralize some less recent education trends which were calledthe 'student-centered' or 'phenomenological' approach to education.From the little I have seen I would say there is too much concern beingshown about structure."

523(2). "If carried to its ideal format, competency-based educationwould be a good, but not the best, innovation in education. When carriedout on a practical level I do not as yet see how it is really anydifferent from the traditional lecturing followed by a test system.Prior to becoming an intern I had no real great expectations for thisprogram. My only real criticism is that it has come so short ofachieving its fullest potential."

524(1). "The new trends are heading in a good direction becausethey stress interaction between teacher and student, faculty and teacher.How a person performs is a better guide to his actual teaching competencythan the amount of time he has spent with his nose in a book."

524(2). " . . . Having completed the pra-service training andthree weeks of inservice, I see the need for a complete revamping of oureducational system, aad a competency-based program being a very definitepart of this. But I also see that competency-based education is notthe only answer. . . ."

525(1), " . . . Competency-based teacher education allOWs a very,

poSitive'approaCh for iMproving;:the'learaing process ofstudenta-j. . .

permits the child to learn and adVanCe:at his: own'rate Of:_speed,..:..end product:Will be a more completeMastery of skills 'WhiCh he-haslearned.'"

526(1). " . . . seems to be on the right track in allowing \heachl,v'vement to be constant and the time variable. I like this approachvery Much. . . . each student would eventually know the satisfactionof e4ftmp1is11ment. . . The development of self-esteem and satisfactionare Ilnked closely to the abillty to do something well. A well adjustedpei11 is one who likes and respects himself. . . . this system wouldencql,krage this.

526(2). "Competency-based education can be the answer to themintgrity- and disadvantaged child's need for an educational system whichis diOigned to meet their needs. . . . The key will be the teacher-edution system and the dessree oa: accountability required. . . .

Modkaar Instruction was defined and I do feel competent with this methodof WAtruction. . . . Program has been one of the most intensive learningexporiences,of my life. However, the learning has come mainly fromconolAatants &ad the exposure to an entirely different culture from myown, . . it is most frustrating to work within a system which teachesabol0 competency-based education but does not teach using competency-basod education. . . . However, instructors are trying to discover theneed$ of the interns, take us from where we are and lead us onward. .

526(3). " . . . Competency-based teacher education is a myth here. / no individualization, no self-pacing, no choice of instructional

modA00s, and no choice of sequencing of instructional modules. . . .

modt tinkering in the workings of competency-based curriculum . . .

used to delude intern. . . included traditional instruction in themaki,Ag of an instructional module, traditional instruction in writingbehErtrioral objectives, and the mandatory completion of instructionalmod0Os prepared solely by instructors. . . ."

527(1). "It is refreshing to me to see the reorganization that iscomi,Ag. Por eighteen years I have been the 'victim' of outdated learningmetWds. I don't profess to believe that competency-based educhtion, asit 1,A0V stands, holds all the answers but it is certainly a step in therig10 direction."

527(2). " . . . Teacher Corps will be relatively ineffective inthe Area of creative educational systems, the populace being completely,unwijaing to cooperate, their concepts . . having been formulated inthe traditional sense. . . ."

28(1). "I favor any program. which will encourage students toexplOre areas on their Own. . . . Programs -which allow self-pacing andindilAtidual work are excellent for many students. . . . My initialrespOtse is that this presentation is not drastically different fromone Other educational trend. . . I strongly support independentcreo.tive work, teaching by competent specialists in a field, and theposoPoility for a great variety of experience inside the classroom aswell as out. It is the curiosity of the teacher as well as hisoreetivity and. willingness to give samething that will make himsucASsfal. If competency-based teaching programs will incorporateall tiaat it aaims, it will be a move in a positive direction."

528(2). . . . I see the need for competency-based instruction.

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Students mu..t be able to enjoy their own development and must be ableto appreciate themselves as individuals and there is a way to do thisthrough competency-based education. Initially I was disappointed inTeacher Corps. I have found that I did benefit from preservice trainingbut have my own ideas in regards to improvements. . . . lilce to see moreconsultants, to learn more of resources available to us and to havebeen better acquainted with the older methods we have come into contactor conflict with. . . . am optimistic and hope to help change came about."

529(1). " . . . Teacher education intern is to assess the teacherand help form other roads of achievement and apply to examine theoverall ability of students through other than traditional criteria.But at the same time have a greater understanding of how the traditionalsystem is working."

529(2). "Competency-based program is by all means an advancedmethod of education. And in my belief is going to be the most indeveloping new educational advancements in a child's learning ability."

530(1). "The new trends in teacher education seem tostudent a better opportunity to get more out of whet he isto learn by allowing him to learn at his own pace."

530(2). "My knowledge of competency-based education is somewhatfuzzy; but I am learning. . . . I felt that this program was going tomake an instant great teacher out of me; but I know now it takes time.The program isn't perfect, but I have high hopes that it will improvewith time."

allow theattempting

531(1). "The information that has been given can be summed up inmy opinion in one word, great. The students that participate in thisprogram can accomplish so much if the teachers carry out the Objectivesof the program."

531(3). "The competency-based aspects . . . have been somewhatlimited in the school system in which I worked due to the system itself.rowever, I did try to Implement this type of education. My experiencesin the University in using competency-based education have been quitedisappointing. I feel the teachers . . . were too tradition-orientedand did not try to implement competency-loased education."

532(1). " . . . I believe this program to be more positive andeffective than the traditional type program. It should be veryinteresting coming in close contact ulth the student and /as familyas indicated in the pupil-teacher relationship. This relationshipshould further aid the teacher in helping the pupil to achieve."

532(2). " . . . the idea of a competency-based program is-verygood but the problem comes when you try to implement such a programto a group of people who have already formularized their idea /abouthow much a particmlar child should learn. I still need more actualexperience in the program before I can formulate any other reactions."

532(3). "I am still sold on.this idea of competency-based education."

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533(1). " . . . new trends in teacher education are long overdue.They allow for a more personal contact with the students, . . . lets astudent advance according to his own mental and physical capacities.. . . Although the criteria in the competency-based program are pre-set,they are established according to the student's intellectual, social,emotional, and physical growth. . . . program is set up to help studentsachieve according to a nuMber of objectives, and an instructionalmodule. . . ."

533(2). "The competency-based aspects . . . are very relevant .

and inject a more modern approach to learning. . .

533(3). " . . . program is a good one, if it could be incorporatedfully into the traditional school setting. I feel that the program hada good philosophy because it wes aimed at helping children from low-income areas become better self-sufficient citizens. Problem areasinclude adequately preparing interns for the task on which they are toembark upon, with information on how to handle typical classroomproblems."

534(2). "My experiences have been enlightening because I hadlittle or no knowledge of the education process before entering theprogram. I came into this program with an objective outlook. . . .

have been exposed to traditional educating methods and participativemethods. . . . I have observed that the students do not relate to theprocess of learning under the traditional system. I am therefore over-anxious about getting the competencybased aspects of the programunderwEy."

535(2). "I have been impressed with the motives of Teacher Corps.. . should be the basis of a new educational movement, however . .

my knowledge of competency-based innovation is quite limited. But whenI do master this, certainly it shall be of value to all concerned. . . .

concept of the Teacher Corps should be somehow introduced to everypliblic school in the United States."

536(2). . . . the whole idea is still rather vague to me. Theprogram is very slowly moving in the direction of competency-basededucation but as of now the experiences I have had in line with myexpectations prior to the beginning of intern training are shaping upnicely for this to be a whole new area of new methods."

537(2). " . . program has provided me with the knowledge ofhow to create a situation where I can teach students on an individualbasis. . . . most effective. . . . My feelings . . . haven't changeda great deal. . . . Through One-to-one- contact, the student has abetter chance of learning and the teacher has a better chance ofrecognizing problems of each individual."

538(2). "My feelings about the competency-based aspects of theprogram is very, very applicable, but not practiced in my school. Myfeelings about the program are rather disappointing."

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539(2). "I think the competency-based aspects could be meaningfulones, except I feel there is a lot more involved than what we have yetexperienced. I felt that the program would be a good one, but I didn'trealize haw much of a drain it would be financially and emotionally.

. Disappointment."

539(3). "My feelings, thus-far, about my Teacher Corps experiencesare that it looks a lot better on paper than in practice."

540(3). "The competency-based aspects of our program are notpracticed consistently enough to give it a true rating. The problembeing not enough freedom to work with the students without traditionalmethod overriding the procedures."

601(1). " . . . because of a new 'breed' of students there is amuch greater chance of a competency-based type of education working.. . . The competency-based program, I feel, allows the most room andopportunity to see these goals through."

601(2). " . . . very disappointed to find our courses were not atall competency-based the two-week field work was an excellentexperience . . . I believe a much more concentrated program would havebeen welcomed by all, especially myself. . ."

601(3). " . . . have had no, or very little, competency-basedteacher education . . . field experience is valuable but educationcourses are no help at all . . . knowledge of suitable teaching activitiesand how they will work in the classroom is a major problem. . . ."

602(1). " . . . the program appears theoretically to have muchsound potential. A teacher who is thoroughly knowledgeable in this areawould provide the students with both the motivation to learn which is ofprime importance and, secondly, the tools with which to learn. Also,curricula could be so designed to allow the student to gain the toolsto learn and do research rather than be given many facts. . . ."

602(2). " . . . very-inadequately presented and caused totalfrustration. . . . if properly implemented, would be invaluable.

602(3). "Teacher Corps, if properly implemented, is an excellentprogram."

603(1). "It will allow someone who is skilled in one type ofthing not to be bogged down and to lose interest while waiting forslower students. It will allow a person to accomplish as much aspossible. It also will give the slow student time to finish, as theold way woula not have."

604(1). "This type of thinking and direction is, I feel, sorelyneeded to upgrade the quality of teachers, and hence, education inAmerica today. The traditional modes should not, cannot, be clung tobecause they have 'sufficed' in the past. New direction is needed--radical approaches must be given a chance."

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11

605(1). "Perceptions due to the newness of the material will besomewhat limited. What impressions we must have with the seemingflexibility of competency-based teacher education. The idea of pacingand individual orientation of programs should hopefully result ingreater overall teacher competency. This is certainly to the better."

606(1). "Competency-based teacher education seems to be a greatimprovement . . . reality orientation . . . flexibility of the program. . . students, in part, set their own schedules and vork accordingto their own abilities . . . teaching in small groups . . . more well-rounded . . . emphasizes worth of teaching and abilities . . .

encouraged to have more contact with students. . . ."

606(2). "The summer schedule was fairly good . . . two-weekpractice teaching went well . . . communication was bad . . . nocompetency-based aspects . . . impressed with the interns; depressedwith some of the teachers. . . ."

606(3). " . . . education and deprivation course turned out well;other courses were mediocre . . . education courses were difficult torelate to, but passable; problems with the schools were more important(schools interns taught in) . . . there was not enough competencyprogram. .11

607(1). "The competency-based programs are designed to permdt thestudent to proceed through the program at the rate of speed which suitshim best; and to allow him to spend more time working with children andless time listening to lectures on how to teach. I think these areexcellent ideas."

607(2). "I think the preservice was poorly planned and there seemedto be a lack of concern on the part of several program administratorsabout personal problems . . . working in the schools will be a verYvaluable experience . . . favorably Impressed by the attitudes of myteam leader. . . ."

608(1). "It is an exceptionally significant value to emphasize theexperience, performance and productivity of student-teachers rather thantheir responses from book-learning and hour-long lectures at theuniversity."

608(2). "1 have not as yet experienced the competency-based aspectsof the program. The summer pre-service workshop was not of much worthto me. I am finding the actual classroom experience to be the best

608(3). " . . the program is worthy of much merit, but there isalways a need for improvement . . . better or closer communication isneeded everywhere. . . ."

609(1). "I feel it's a trend in the 'right' direction--the ideaof working at your own pace, the idea of having more personal contactwith instructors, and the idea of having less lecturing. . . . Thecompetency-based teacher education seems to be less competitive-based

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in taking into consideration the uniqueness of each individual 'studentteacher.'"

609(2). . . . I enjoyed interacting with the other Teacher Corpsinterns . . . the summer program held little or no relevance outside thelab school. . . Overall program, thus far, has been quite fragmented. . . fragmentation inhibits involvement . . . cooperative staff . . .

progressive edueation, but not ideally progressive. . . ."

610(1). "These are truly exciting ideas . . posttesting ratherthan pretesting . . . working out student's curriculum in modules . .

modules can be structured to fit the individual needs of the student. . . emphasis upon work done in the field . . . the entire programseems very realistic and should accomplish its goals well."

610(2). " . . . most worthwhile experience has been on-the-jobtraining . . . optimistic and excited by the challenge of working withunder-privileged children . . . extremely disgusted with the educationcourses . . . little voice in pre-planned classes. . . ."

610(3). "Have experienced liv,tle competency-based education.Education and deprivation was a step in the right direction; however,I saw little connection between pretest, posttest, and course contentor evaluation. . . . poor communication . . . lack of training in pre-service concerning the nature of Teacher Corps. . . dependence uponthe Graduate School and particularly the College of Education fortraining interns."

611(1). " . . . By not yet experiencing its practi,.zal applicaticnI can only pre-judge the results. By focusing on the ind:Ividual pupil(his ability to progress) seems to be a less restricted and more openmeans to education."

612(1). "I feel competency-based teacher education is very good. . relieves pressure . . . more genuine enthusiasm for learning canbe cultivated when pressure is not present . . . my education beingtraditional leaves me with a feeling of inadequacy. . . ."

612(2). "Very hard Implementing a competency-based program in alargely traditionally operating system. . . . Main problem--lack ofspace and facilities . . . expectations are optimistic. . ."

612(3). " . not enough of the competency-based ideas beingused. . . . I have found this experience very valuable, regardless offailures of the program to come off as it read. . . ."

613(1). "If competency-based teacher education can reallypersonalize learning foz each stlident, it's great! Reality-based levelsof competency, though, will be crucial. If kids are exposed toexperiences important to them (to their lives) and are encouraged totake the route that leads them to a reality-based goal (at a paceharmonious to them), I'd really look forward to being in this program!"

613(2). " . . . I don't see any glimpses of a competency-basedprogram . . courses and professors have become more relevant and

interesting . . . I have found Teacher Corps to be as interesting,challenging and energy-consuming as I expected. . . . Working withchildren really tugs at one's creative energy . . . higbly valuable andchallenging. . . ."

613(3). " . . . little evidence of competency-based teachereducation has shown up in any Teacher Corps-related course . . . lackof encouragement in preparing innovative programs . . . lack of guidanceand relevant criticism . . . lack of space or facilities or 'static'involved . . . some monetary problems . . . expected more serious,philosophic, humanitarian, 1971 emphasis to teacher education. . . ."

614(1). " . . . more precise and actual examples of competency-based educational methods should be given. . . . The employment of themany educational areas and facilities enables the student to gain amore comprehensive knowledge of the learning process and its ramifications

. . greater emphasis on evaluating the students achievement at theend. . ."

614(2). "Very disappointed--experienced little or no competency-based; expected quality instruction--received non-quality instruction."

615(1). " . . . I was conservative in my feelings for the newprogram only because I have not seen the product. This new approachwill be pure hell on the incompetent teachers who are now in theclassroom. Weeding these individuals out of the system will be asgreat a boon to education as the objectives themselves."

616(1). " . . . seems to be a more wide-open type of educationalsystem. The idea of pass or fail has been done away with. Today thebasic concept in education is leading toward more of a motivationalstructure than toward the idea of the grade a student receives."

616(2). "I experienced little or no competency-based teachereducation in the three courses we had this summer . . . this can bealleviated by providing for the future Teacher Corps members to

Itactually see this type of program working in the classroom. . .

616(3). "I do not feel the program has been effective becausethe teachers we worked with did not understand what the purpose ofTeacher Corps was. . . too many Teacher Corps people were used assubstitute teachers . . . received little assistance from myteacher. . . ."

617(1). " . . . teacher education for too long has tended to cutteachers off from the community and even, perhaps, from studentsthemselves. . . . I like the idea of focusing attention on exitrequirements. . . . I especially like the idea of stressing performanceand product criteria. . . ."

617(2). "I am really hoping for some improvement in instruction. . . I do feel that I am gaining valuable information etnd experiencefrom my team leader . . . and from working at the school."

617(3). . . . competency-based part of programs was worthwhile.

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I have felt that the program as a whole is a good one . . . I havegained some invaluable experiences . . . have been fortunate in myplacements. . ."

618(1). "I feel that it is a very good start, and it's wcrththe try. A few problems, as in the present system, will amount tolarger problems, but it seems well worth the effort to face them."

619(1). "This program would be difficult to use witb largegroups."

620(1). "I think the competency-based program sounds great.. . . would be great advantage to all students. I also feel it wouldbe more rewarding to the teacher as well as npre enjoyable to teachthan the traditional programs. . . ."

620(2). "I have not as yet seen any examples of competency-basededucation. I really find teaching tr be an enjoyable experience."

620(3). "I feel I have been introduced to the competency-basedteacher education, but haven't experienced executing it."

621(1). " . . . I agree that personalization, individualization,and sensitivity are lay concepts and hopefully, realities. The moduleprogram described appears to utilize programmed instructional materialto both individualize and personalize the learning experienceinclude a positive student evaluation of both his educational programand himself . . . establish more of a free learning situation in vhichthe teacher becomes a reference. . . ."

621(3). "Have seen no competency-based teacher education . . .

Teacher Corps is basically good, but too bad it is adminintered by thesuper conservative university, school board and federal government.Almost all attempts to change the existing muddle have been thwartedby one of the above institutions. . . ."

622(1). " . . instructors are more interestedgain they receive than teaching the student . . . theinformed as to what steps he should make in preparing

622(2). "Pre-service training. . . the reading instructor shouldhelping the deprived in the area of

in the financialstudent should behis schedule. . .

did not come up to my expectationshave been better since we will bereading. . . ."

623(1). " . . . children must be treated as human beings . . .

encourage creativity . . substitute an 'open' classroom . . . movementand interaction are unrestricted . . children collaborate on classroomprocedures . . discipline is a total class involvement. . . ."

623(2). " . . little relationship between the gpals on paperand Teacher Corps in reality . . . no team teaching, little coordinationof curriculum, little opportunity for innovation . . . little say inpolicy making. . . ."

623(3). "No competency-based teacher education exists .

let-downpossibility of innovation is stifled by a hard line

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aprincipal

and community expectations . . . Teacher Corps administration is noa-suppertive of interns in school's mistrust between interns andadministration . . . excessive paperwork. . . ."

624(1). " . . . seem to open new avenues of getting to the reallearning needs, which involve the ability to think--the ability to dealwith the world in sone rational manner. Competency-based teachereducation leaves open opportunities unavailable within a more structuredsystem."

624(2). "Competency-based teacher education is not, at this time,operative in the training program . . . I had expectations of betterteachers and more innovative ideas coming forth . . . I believe Igained most from my interaction with them."

624(3). "Very poor--little concern for individual intern; littleeffort to relate."

625(1). "As I understand it, com,detency-based teacher educationsets certain goals and provides means toward those goals, both of whichmay be chosen and arranged by the individual student . . . assumes thestudent is earnest, sensitive and perceptive to the program . . . hopeit would result in a 'competent' teacher and guide his awn teachingmethods . . . it seems, at this point, to be encouraging and exciting."

625(2). "I have not seen any indications of competency-basededucation in our program . . . discussions with fellow interns wasmost useful in evaluating, revising, and solidifying my ideas . . .

disappointed in all of the courses, except one . . . excited andchallenged by interns and staff. . . ."

626(1). "I've gotten the impression that this competency-basedteacher education stresses much activity by-the pupil and as a result--an enthusiastic learner. There seems to be a freer and open spiritabout the program and hopefully a more significant end result."

626(2).. "I am still hazy abott the competency-based programbecause cJur training this summer ndssed the point. I do feel goodabout the experiences I have had with the other Corps menbers and thetwo weeks spent teaching at the Lab School."

626(3). " . . . The program has been mediocre because of theeducation courses . . . if they were done away with; we could concentrateon our field, then the program would be more useful."

627(1). "Anything that can help the student I am in favor of, butthese new trends should be tested thoroughly before being used on awide scale."

627(2). "The past six weeks were very uninformative."

628(1). "Competency-based teacher education promotes more personalvalue to the student allowing him to work with greater freedam and athis own speed. . . . Tobenefit both the students and those served bythe students, both programs should be used, the traditional program asmore of a guideline."

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628(3). "I don't feel that the student's effort is considered inthis . . . well pleased even after some discouragement . . . don'talways feel our contributions are recognized. . . ."

629(1). "The competency-based teacher education seems morerelevant than the traditional type of almost total classroom instruction.However, until I would see this new method actuaili put into practice ina classroom situation with school children it would be difficult tocomment further. Many new approaches appear fine in blueprint, butfail to work."

630(1). " . . . seems to be a somewhat innovative approach. . . .

Any worthwhile evaluation on my part will have to wait until I haveexperienced competency-based teacher education rather than only havingread about it."

631(1). "I agree with individual pacing and the opportunity forthe student to design his awn program. However, I would rather see evenmore freedom for the student in choice of sUbject area and method ofstudy. I must admit that I am not 100% sure of this. . . ."

631(2). "We had no competency-based teacher education at all in ourprogram . . . one of the disappointments is the courses. . . . I wasreally happy with our complaint sessions, but it seems that thele islittle follow-through. I am happy with my team leader and the teachers. . . they seem flexible and willing to try new things."

632(1). " . . encourages individual interest and initiative. . . puts less emphasis on inter-personal competition with the resultbeing individual satisfaction . . . seems to be directed towards thefulfillment of the personal experience goal. . ."

632(2). "The three summer courses have proven to be, if not,totally irrelevant, at least inaccurate with regard to assessing ourneeds as we expressed them in class."

633(1). "I think the theory sounds pretty good, but the practiceis still very traditional and irrelevant to the. needs of present-daysociety and education."

633(2). "I am disappointed with the delivery of the coursesrequired for teacher certification. . . . Teacher education cannot beeffective if presented in the traditional classroom environment, wherea nudber of students are expected to respond in a manner prescribed byone teacher whose philosophy of education is unacceptable to thosestudents."

04(1). " . . . it puts student teachers in contact with studentsearly. . . . I like the idea of stated objectives and stated criteriafor completing the course. . . ."

634(2). "Competency-based teacher education so far is non-existent.. . . My feelings as a whole are fairly negative . . . greatlydisappointed with the instruction in summer school. . extreme lackof communication."

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635(2). "I didn't see or experience anything that fit thedescription of competency-based teacher education . . . haduncertainties and problems in organization. capabilities anddesires to work weren't satisfied. . . ."

636(2). " . . . classes are too large for a competency-basedteacher education program . . . most of our students do not respond toan innovative program . . . ny expectations were more idealistic. . ,,

637(2). "There ought to be some competency-based teacher educationcourses. I feel there is little concern for developing a well-designedprogram. There is less concern for my needs and individual differences.Sone team leaders are not sincere and all school systems are not."

637(3). "Teacher Corps is not generally liked by 'professionaleducators' at the university or on local levels . . the program isnot very effective. Teacher Corps makes interns less radical andmore compromising."

638(3). "University courses second semester were very bad, werebetter this summer because they were non-education courses . . .

experience in the school was enlightening, satisfying, etc. liboleprogram--positive."

701(1). " . . . have exciting possibilities . . . attracted toincreased personalization of the experience and added stress onimprovement of ability to teach and tc help children grow . . . spendingmore money so that student time is not squandered. . ."

701(2). " . . . more time is spent in the schools doing tasksbut there nay be just a programming of students . . on the whole, Ifeel positively toward it . . . what I'm doing in the schools now issimilar to my expectations. . .

701(3). "Competency-based aspect not well prepared enough toprovide materials needed to complete packages . . . the program wasmore unstructured and chaotic than I expected . . . someone needed totake the leadership role. . ."

702(1) " . . . appears to be highly flexible and adaptable . .

removes the burden on the. entering student of having to be equal tohis peers . . . allows students to work at their own pace . . . problemsare: increased sums of money, irereased amounts of individual attentionto students by teachers and increased cooperation between all educationalpersonnel. . . ."

702(3). "Somewhere in the endless torrent of competency-:basedprograms, behavioral objectives, lesson plans, intra-staff conflicts,conflicting demands, inage-maintaining, nit picking, and so forth,teaching kids seems to run a poor last."

703(1). " . . . most innovative . . allows progress to be madeat different rates for different students, the end product would seemto have at last been recognized as the goal. . . ."

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703(2). "Within the concepts of the competency-based faction ofour training, I feel the limited input of such aspects restr:Icts mefrom further discourse. My expectations have been fulfilled concerningthe Teacher Corps program as a whole."

704(1). " . . . great deal of emphasis is placed on practicallearning in application situations student acquires a betterworking knowledge of his field, and a greater confidence in his initialintroduction to the field . . less r_Lgidity . . . less frustration offailure . . . sense of greater worth. . . ."

704(2). "I feel a lot of valuable time was wasted hashing andrehashing philosophy of education . . . too much time in human dynamics. . . the in-service has been excellent . . . positive commeut aboutlearning experiences with the kids and teachers . . . in-service ismore realistic. . . ."

704(3). "Competency-based instruction is very satisfying. . . .

If there is a weakness it is the slowness of the college to provideprofessional input when requested. My overall feeling is verypositive."

705(1). "Competency-based teacher education is far superior to thetraditional program . . . elimination of competition . . . advantagesto the use of modules . . . independent study . . . research programs. . . practical education within the community. . . ."

705(2). "We have dealt very little in the competency-based program.I am enjoying the program and am learning a lot about children andeducation. I am pleased that we have quite a bit of freedom."

705(3). "I like the internship . . . allows interns to decidewhether or rot they want to work with young people . . . need cooperatingteacher benefits for training . . . team leaders must spend timeevaluating . . . college staff should be in schools at least two daysper week . . . selling of Teacher Corps is mandatory before internsarrive. . . . Interns should meet with staff and community before Fall

. . interns making unqualified decisions as to directions of program. Teacher Corps should be one year undergraduate or two years with

second year full certification at teacher salary."

706(1). " . . . offers the student a chance to motivate himselfand work at his own pace--and possibly take time out.. for relevantlearning which is not part of a specified module. . . ."

706(2). " . . . the experiences and educational knowledge I amlearning since I've been in the schools has greatly encouraged me. I

have had a few successes, a lot of failures, but am basically excitedabout the work in the school."

707(1). "All of this sounds like 'the new technology of educationaldata processing.' If this has anything to do with teaching survival tothe 'underprkwileged'--fine. Interdisciplinary curricula?"

707(2). "I feel I'm moving along at my own speed. . . . Is that a

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competency-based program? My expectations have pretty much been inline with what's happening. . . ."

708(1). " . . . The call for involvement and relevance has beencommon among the colleagues with wham I participated at our university,yet I perceived little response . . . sounds very exciting . . .

corresponds accurately to individual varieties. . . ."

708(2). "I feel very positive about the competency-based aspects. . . I need analyzation skill to be able to evaluate my own performance. . I need feedback regarding my initial competency . . . would likemore leadership by team leader."

709(1). " . . . appear realistic . . . it appears that thecompetency-based teacher education will require more funds . . .

relocation of resources is wise . . . shared responsibilities arenecessary . . . making participants realize strengths andweaknesses. .

709(2). "Seventy-five percent frustration--twenty-five percentsatisfaction. I need more input on all aspects of competency-basedteacher education."

709(3). "It is better than traditional education.fulfilled."

It

710(1). " . . . I feel that a child should work atwith a particular objective in view. . . ."

710(2).

Expectations

his awn speed

. . during the last three weeks, I strongly believethat.competency-based teacher education is a great improvement. . .

Before the program, I really didn't know enough about it to forrulatean opinion."

711(1). " . . . provides flexibility, redistribution of time,self-pacing, and the concept of student growth. It sounds like atightly knit little theory which sounds good on paper, but I would bemuch more enthused if I knew more about both the advantages anddisadvantages and could see some programs in operation."

711(2). " . . So far we have had very little experience with thecompeten(7-based aspects of the program . . . the program far surpassedmy expectations both in positive experiences and the commitment it has

required. . .

711(3). "Because of the many other things that were important,the competency-based part may have not been given as much use as somemight have liked . . . problem with interns, becoming better informedabout the communities they are entering, and those communities gettingmore advanced information about what Teacher Corps is and wants to be."

712(1). " . . adaptable to individualization . . . problem withthis are: making objectives relevant, pressure from outside theeducational system to complete one's education. . ."

712(2). . . . the program isn't allowing for individualization

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in terms of time allowed to acquire a particular skill . . . I foundmuch more freedom than I expected . . . I also found myself wanting tobe more involved with the program and people before I entered pre-service. . . . Working with kids is turning me on. . . ."

712(3). " . . . too many foci. . . ."

713(1). "Competency-based teacher education is inevitable. . . .

If a new personalization approach is not instituted to gap the knowledgediscrepancies between students and teachers, there will be no one inthe schools. Can you program out the internal mental fight a studenthas developed?"

713(2). "I have been able to implement my own program and ideas.I'm still skeptical whether any standardized program (includingComField) can really produce 'good teachers. My expectations werehigh in the beginning; therefore, the freedom I have obtainedsufficiently fills my expectations."

714(1). "It seems ironic that a program which aims at improvingteaching techniques and learning skills should overlook the importanceof simplicity in the use of terms. Many features of the competency-basedprogram, however, do seem to be desirable; especially the decrease in

emphasis on large lectures."

714(3). "I feel that an extended field-centered experience is veryeffective in terms of teacher training. I don't believe that we are,however, a competency-based program in terms of the ComField Model."

715(1). "Theoretically, the competency-based approach sounds good.Without the greater exposure to students, a prospective teacher cannotassess his fitness for the field of education. . . . I question justhow much depth he will have if the greater time allotment for education-based seminars becomes a reality in his curriculum."

715(2). "Generally, the experiences with the children have beenvery rewarding. I really had few expectations for this program--so myevaluation would be premature. . . ."

715(3). "Competency-based aspects are very weak. . . . Becauseit has been presented poorly, I think we have a negative bias . . . I

am very disappointed . . . problem areas: lack of individualization,lack of clearly defined roles and responsibilities, lack of trustand honesty between all individuals, need for more extensivepreparation in academic areas. . . ."

716(1). " . . . desperately needed and welcomed .indicate to me a re-evaluation of prlorities . . . less

time variable . . more emphasis on exit requirementspersonal involvement . . . utilization of technology inprogressive manner. . . ."

716(2). " . . . I have no strong feelings about competency-basedaspects . . . I would say that Teacher Corps hasn't really deviatedfrom my pre-intern expectations and projections. . . . basically it is

fairly positive. . . ."

. new trendsstress on the

. . . greatera sane and

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716(3). "Actual experience with students in an academic environmenthas been scarce due to conflicts with staff and lack of cooperation . . .

constructive planning of activities, statement of objectives for pupilsand diagnostic testing has been helpful. . . . same problem exists--communication. . . ."

717(1). "Relevancy seems to be a problem here--for who determinesthe competencies to be acquired? More emphasis should be placed oncriteria other than knowledge, product and performance, especiallywhen working with economically underprivileged children. Competencytests are still tests, and, therefore, are open to the problem of onegroup testing another as to what the testing group feels is relevant."

717(2). "I feel unqualified to even make an objective judgmentabout it . . . up through the end of pre-service I was quite enthusedabout the program as a whole, but since beginning work in the school,I have become increasingly frustrated in my attempts to deal with thevery traditional program in which I find myself. . . ."

717(3). "We still have not experienced many aspects of competency-based teacher education. I feel it has little place in a programwhere people are trying to become teachers by actual experience inthe field."

718(1). "Disadvantages seem to be: the majority of teachers comefrom the traditional situations, and carry its baggage. To expect themto switch quickly is expecting a lot; in an unstructured situation, thesuecess rests heavily on the group involved--staff and students. . . ."

718(2). " . . . I have liked being immersed in field experience,if that's what the essence of ComField program is all about. . . .

feelings are good. . . ."

718(3). " . . . I feel positive and thankful for having a programwhich is 95% competency-based. I have good feelings about the program.Time is only problem area. A few more resource workshops would havebeen beneficial. . . ."

719(1). " . . . Etphasis upon student's time extension and theevaluation of the end student product is most interesting. This wouldprobably be the ideal circumstances but does the reality of limitedtime and space allow such a circumstance to exist? . . ."

719(2). "Have not had a chance to employ this method as of yet. . . my experiences have been what I expected--tremendous (I have beenwith grades 1-6 and know just about all of them) ."

720(1). " . . . Self-pacing and the personalization of instructionhas tremendous worth. The most valuable aspect is the utilization ofinstructional modules with its regard for student time and because itprovides for a great diversity of learning experience at one time. . . ."

720(3). "Competencies wanted or needed to be met are not developed.Learning packages not developed and materials not accessible. . . .

EXpected it to be out of middle America. . . . No chance to really domuch, no opportunity given this year, expect more next year."

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721(1). If . provides challenge, variety, time, andachievement . . . should be more personal . . . takes away mountingpressures of performance . . more confidence . . . achievement moresatisfactory. . . ."

721(2). "We have still not gotten far into the ComField program.. . . Have had good feelings about program. Learning experiences havebeen great--meaningful. The experiences with children have beenexciting and educational."

722(1). " . . . Setting objectives as to attitudes and understandingson a subjective level is risky bueiness in imposing personal valuesystems. The ideal in my mind would be to create an environment ofexploring possibilities without directly teaching anything--onlyproviding materials, equipment and personal assistance to enableindividual and corporate creativity. . . . not enough allowance for'free play.' . . ."

722(2). " . . . Most of my time has been spent in participation--observation--no time for research, resource and input. Retracting outof 'full-time teacher' to several areas of focus (1) I have more energyleft for reflection, (2) more time for constructive planning and(3) more time for learning as I teach; no expectations--all is good!"

722(3). "Resources not made available; more mini-method coursesneeded; pUblic relations work was a total failure; supportive climatewas not developed. At this point, my comment on Teacher Corps is thatit is a 'glorified student teacher experience of two years'--wholesalekow-towing is okay for two and one-half months, but two years gets tobe a strain."

723(1). "The new trends are similar to the traditional methods inthat a set of requirements are still specified. While the new methodsseem to make more sense, I think it is necessary to determine if a setof requirements are needed and if so then how they will be formulatedand how rigidly they will be adhered to."

723(2). "I feel unable to discuss the competency-based aspects ofthe program, since I feel we haven't had any as yet. Now that I am inthe district I feel more positivedy about the Teacher Corps program."

723(3). " . . . have learned much. My work in the district hasbeen much more rewarding than I expected . . . I would criticize thecollege for failure to supply us with enough classes, seminars, etc.,relating to teaching methods."

724(1). "In general I'm quite optimistic about the trends ineducation. I'm especially pleased to see more and more emphasis placedon the student and his needs as opposed to so much emphasis beingplaced on learning achievement. I think learning can only befacilitated by this new trend."

724(2). "I feel a definite need to respond to this request, butam unable at this time to articulate my feelings on the subject."

g46

725(1). " . . . My feelings are positive. . . . require more moneyfor instructional materials . . . attitude of the school and teachersis important . . . teachers must want to spend much time implementingthe programs.

725(2). " . I am just uncertain and hopeful. Still ratherskeptical about competency-based curricula in this community, unlesswe start a team teaching experiment. Some experiences have beenfrustrating, some hopeful, some fun. I don't want to evaluate ComFielduntil later."

726(1). " . . . greater emphasis upon the fact that the purpose ofteaching is learning by the student . . . children are being elevatedto a much higher role in tir education process . . . the movement isto a student-centered education process. . . ."

726(2). "Competency-based aspects should be increased. . . .

In-service program has thus far been highly stressful as ve (interns)have attempted to: (1) set goals, (2) allocate time to the variouselements of the program,(3) make sense of the wide variety and quantityof input stimuli, and (4) be a VISTA, change agent and experimentalteacher training program. . . ."

726(3). "What competencybased aspects? I think experience-based/limited college classwork plus outside community experience plus outsidereading plus peer interaction and reflection plus introspection . . .

lack of awareness by college staff . . . failure of interns to recognizerealities of some school situations."

727(3). "Frustrating, Exhausting, Exhilarating, Fascinating."

728(2). "I have had some negative learning experiences as a resultof a couple of incompetent instructors. The administration of theprogram has been poor. . . . have experienced extreme frustration. .

The three-fold curriculum-college education, student teaching, andcommunity work is too overwhelming and cannot be accomplished withcompetency in all three areas given the twenty-four-hour day. . .

would have been more realistic to confine the curriculum to the firsttwo areas. . . ."

728(3). "In this particular program there is no applicable methodof observation that will insure that a person has or has not achieveda certain level of competency. . . ."

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Intern Ratings Regarding Competency-Based Teacher Education

As with the comments presented in the previous section, the datawhich are reported here were collected from interns at three differenttimes: (1) prior to or at the very beginning of preservice training,(2) just after or near the end of preservice training, and (3) near theend of the first year of inservice training. Indeed, the samequestionnaires were used to solicit the previously reported interncomments and these data regarding the intern ratings of (1) traditionalteacher education programs, (2) competency-based teacher educationprograms, (3) the competency-based aspects of their programs, (4) theirprograms in general, and (5) their knowledge about competency-basedteacher education.

Prior to the administration of the questionnaires during the firsttesting session, a brief slide-tape presentation--thirty slides and atwenty-minute audio-tape--comparing traditional and competency-basedteacher education programs was presented. These materials were not inthe other two testings. The directions and the rating scales from thequestionnaire used in the first testing are presented below:

"Using the rating scales below, please indicate your feelingsabout competency-based teacher education as described in the materialsyou have just seen and heard as compared to traditional programs as youperceive them by circling that number on each scale which best describesthose feelings."

TraditionalProgram

1 2

VeryNegative

Competency-Based 1Program Very

Negative

9

VeryPositive

7 8 9

VeryPositive

The directions and the rating scales used in the second and thirdtestings are presented below:

"Using the rating scales below, please indicate your feelings about:(1) traditional teacher education programs as you presently perceive them,(2) competency-based teacher education as it would be in a program whichis fully developed and operating, (3) the competency-based teacher educationaspects of your program which you have experienced, and (4) the totaleducational experience you have had thus far in your program.

TraditionalProgram

1 2 3 4 5 6 8 9Very Very

Negative Positive

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Ideal 1 2 3 4 5 6 7 8 9Competency-Based Very VeryProgram Negative Positive

Competency-Based 1 2 3 4 5 6 7 8 9Aspects of Your Very VeryProgram Negative Positive

Your TotalProgram

1 2 3 6 8 9Very Very

Negative Positive

"Please rate yourself regarding the level of knowledge about thenotions of competency-based teacher education that you feel you have."

Your 1 2 3 4 5 6 7 8 9Knowledge Very Very

Level Negative EXtensive

The seven tables which follow present the results obtained from useof the rating scales, that is, the tables provide the following:(1) mean scores obtained from all interns from a program who respondedto a particular item (perceptions of traditional programs, perceptionsof ideal competency-based program, perceptions of competency-based aspectsof his awn program, perceptions of his total program, and perceptions ofhis knowledge about competency-based teacher education) at a given testing(1: pre-preservice; 2: post-preservice; and 3: post-inservice); thesescores are found under the heading Mean Scorel; and (2) mean scoresObtained from only those interns who responded to a particular item ateach testing (pre-preservice, post-preservice, and post-inservice orpost-preservice and post-inservice; these scores are found under theheading Mean Score2. Because of the nature of this study, no statisticalanalysis is provided here. However, a rather brief explanation of thefindings relevant to each program is presented.

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Table 1

Mean Scores Obtained from Jackson State College InternRatings Regarding Competency-Based Teacher Education

Item

Traditional Programs

Ideal C-B Program

C-B Aspects of Program

Total Program

Knowledge About C-B

Testing N Mean Score1 N Mean Score2

1 35 3.71 272 32 3.66 273 28 4.43 27

3.633.484.41

1 35 7.46 27 7.332 32 7.06 27 7.043 28 7.50 27 7.56

2 32 5.72 27 5.703 28 6.25 27 6.37

2 32 6.25 27 6.263 28 6.36 27 6.33

2 29 5.72 24 5.673 28 6.79 24 6.75

In light of the data reported above, it seems reasonable to makethe following brief, tentative conclusions regarding the perceptions ofinterns at Jackson State College. For the purpose of this and subsequentdiscussions in this section, reference will be made only to thoseresponses which were of the "pre-post" kind; that is, only the datareported in the Mean Score2 column are examined.

Interns had much more favorable perceptions of an "ideal competency-based program" at all three testings (7.33, 7.04, and 7.56) than theyhad of "traditional programs (3.63, 3.48, and 4.41). Indeed, they alsoviewed the "competency-based aspects of their program" (5.70 and 6.37)and their "total program" (6.26 and 6.33) somewhat more positively than"traditional programs." In addition, they saw themselves as ratherknowledgeable about competency-based teacher education (5.67 and 6.75).In summary, then, interns at Jackson State College held rather negativeviews toward traditional programs, quite positive views toward competency-based programs, and somewhat positive views toward competency-basedaspects of their program and their total program. That they view thenotion of competency-based instruction more f)ositively than moretraditional approaches seems clear.

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Table 2

Mean Scores Obtained from Oakland University Intern RatingsRegarding Competency-Based Teacher Education

Item Testing N 'Mean Score N Mean Score2

-,ditional Programs 1 25 3.44 18 3.722 32 3.09 18 3.283 28 2.86 18 3.22

Ideal C-B Program 1 25 7.72 18 7.722 32 7.71 18 7.563 28 7.93 18 8.06

C-B Aspects of Program 2 15 6.20 13 6.13 28 6.67 13 6.15

Total Program 2 15 6.66 13 6.003 28 6.82 13 6.08

About C-B 2 15 6.26 13 6.38.Knowledge3 28 7.14 13 7..31

The data presented in Table 2 suggest a pattern of Oakland Universityintern perceptions which is quite similar to that reported for internsat Jackson State. That is, interns perceived 'traditional programs"quite negatively (3.72, 3.28, and 3.22) while viewing "competency-basedprograms" very positively (7.72, 7.56, and 8.06). And they saw the"competency-based aspects of their program" (6.15 and 6.15) and their"total program" (6.00 and 6.08) in a positive light. They also sawthemselves as quite knowledgeable about competency-based instruction(6.38 and 7.31). The difference between their perceptions of traditionaland competency-based programs acain indicates that they were much morepositive toward competency-baseo instruction.

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Table 3

Mean Scores Obtained from San Francisco State College InternRatings Regarding Competency-Based Teacher Education

Item Testing N Mean Score1

N Mean Score2

Traditional Programs 1 33 2.88 18 3.002 30 2.43 18 2.333 34 3.12 18 3.33

Ideal C-B Program 1 33 8.18 18 8.332 30 7.37 18 7.393 34 6.91 18 6.67


Total Program 2 30 5.17 26 5.153 34 5.38 26 5.73

Knowledge About C-B 2 30 5.37 24 5.2932 5.69 G4 5.63

Responses from San Francisco State Colleze interns indicate verynegative feelings about "traditional programs" (3.00, 2.33, and 3.33)and very positive feelings about "competency-based programs" (8.33, 7.39,and 6.67). The data, therefore, suggest a very marked difference offeelings toward the two approaches wlth their views concerning competency-based approaches being the much more positive. With regard to theirfeelings about the "competencybased aspects" of their program (5.15 and5.73), interns were only slightly positive. Even so, the mean scoresin those two categories were substantially higher than those obtainedrelevant to traditional programs. Mean scores of 5.29 and 5.63 suggestthat interns viewed themselves as having somewhat limited knowledgeabout competency-based instruction.

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Table 4

Mean Scores Obtained from State University College at BuffaloIntern Ratings Regarding Competency-Based Teacher Education


N Mean Score2

Traditional Programs 1 38 3.21 28 3.182 36 2.78 28 2.61

3 31 3.52 28 3.32

Ideal C-B Program 1 37 7.08 27 7.002 36 6.97 27 7.00

3 31 6.19 27 6.00

C-B Aspects of Program 2 36 5.56 28 5.61

3 31 4.09 28 3.86

Total Program

Knowledge About C-B

2 36 5.94 28 5.823 31 5.13 28 4.93

2 36 5.423 31 5.39

28 5.5028 5.29

The feelings expressed by interns in the State University Collegeat Buffalo program were somewhat different from those reported thus far.While they too viewed "competency-based programs" (7.00, 7.00, and 6.00)more positively than they did "traditional programs" (3.18, 2.61, and3.32), intern views toward the "competency-based aspects" of theirprogram (5.61 and 3.86) and their "total program" (5.82 and 4.93) fellfrom slightly positive to slightly negative over the inservice period.As with the San Francisco State College interns, however, theirperceptions relevant to their program and its competency-based aspectswere more positive than their perceptions of more traditional approaches.In addition, interns did not view themselves as being very knowledgeableabout competency-based approaches (5.50 and 5.29).

Table 5

Mean Scores Obtained from Texas Southern University InternRatings Regarding Competency-Based Teacher Education


N Mean Score2

Traditional Programs 1 33 3.27 14 3.712 32 2.25 14 2.43

3 18 3.67 14 3.57

Ideal C-B Program 1 33 7.70 14 7.712 32 7.59 14 7.933 18 7.17 14 7.36


Total Program

Knowledge About C-B

2 32 5.47 15 5.603 18 4.,78 15 4.67

2 32 5.28 15 5.203 18 6.11 15 6.20

The pattern of mean scores obtained from the Texas SouthernUniversity interns are quite similar to those reported for the StateUniversity College at Buffalo interns. Interns perceived the "idealcompetency-based program" (7.71, 7.93, and 7.36) more positively thanthey perceived "traditional programs" (3.71, 2.43, and 3.57). Inaddition, intern perceptions of the "competency-besed aspects" of theirprogram (5.73 and 5.47) and of their "total program" (5.60 and 4.67)were very slightly positive or rather neutral but those percedtions wereclearly more positive than the perceptions they had of traditionalprograms. Mean scores obtained relevant to their perceived level ofknowledge about competency-based teacher education indicated an increaseover the inservice period (5.20 and 6.20); at the end of the first yearof inservice interns somewhat knowledgeable about the concept.

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Table 6

Mean Scores Obtained from Western Kentucky University InternRatings Regarding Competency-Based Teacher Education

Item Testing N Mean Score Mean Score2

Traditional Programs 1 34 3.45 24 3.332 27 2.67 24 2.673 28 2.43 2.42

Ideal C-B Program 1 34 7.34 24 7.422 27 7.35 24 7.583 27 7.96 24 8.13


Total Program 2 26 4.31 24 4.333 25 5.72 24 5.75

Knowledge About C-P. 2 26 4.50 24 4.503 25 5.56 2)4 5.63

Interns at Western Kentucky University felt very negative about"traditional programs" (3.33, 2.67, and 2.42) and felt quite positiveabout an "ideal competency-based program" (7.)-i2, 7.58, and 8.13). Inspite of these very positive perceptions of the competency-basedapproach in the ideal, interns viewed the "competency-based aspectsof" their program very negatively following preservice training (2.58).However, by the end of the first year of inservice, their ratings hadbecome more positive (5.05) but were still quite neutral. Unlikeinterns in any of the other programs, the Western Kentucky Universityinterns saw their "total program" in a more positive light than the11 competency-based aspects" of their program at the end of preservice(4.33 as compared to 2.58) and at the end of the first year of inservice(5.75 as compared to 5.05). This suggests that interns were verypositive about the concept of competency-based instruction but weremuch less positive regarding the operationalization of that concept intheir awn program. With regard to knowledge about competency-basedteacher education, interns rated themselves as having only moderateknowledge (4.50 and 5.63).

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Table 7

Mean Scores Obtained from Western Washington State College InternRatings Regarding Competency-Based Teacher Education


N Mean Score2

Traditional Programs 1 26 2.88 20 2.9528 2.18 20 2.15

3 22 2.68 20 2.55

Ideal C-B Program 1 26 6.92 20 6.702 28 7.04 20 6.75

3 22 6.86 20 6.80


Total Program 2 28 6.36 22 6.18

3 22 5.82 22 5.82

Knowledge About C-B 2 28 3.06 3.5922 5.68 22 5.68

Western Washington State College interns perceived "traditionalprograms" very negatively (2.95, 2.15, and 2.55) and "competency-basedprograms" rather pos-Ltively (6.70, 6.75, and 6.80). Again, the dataindicate a rather =Irked difference of perception regarding these twoapproaches to the ::,tacation of teachers; as with each of the otherprograms, competenv-based programs were much more favorably perceived.Intern perceptionb of the "competency-based aspects" of the programwere rather neutral (5.05 and 5.05) while those concerned with theprogram as a whole were a bit more positive (6.18 and 5.82). Meanscores obtained relevant to intern perceptions of their knowledge

,regarding competency-based instruction indicated that they felt theyhad grown in their understanding during the inservice period (3.59 as

compared to 5.68).

In summary, then, it seems relatively safe to suggest that thefollowing are reasonable conclusions: (1) clearly the interns testedhad much more positive perceptions concerning competency-based teachereducation than they had concerning traditional approaches; mean scoresobtained for competency-based programs ranged from 6.00 to 8.33 whilethose obtained for traditional programs ranged from 2.15 to 4.43indicatAng a rather marked difference in perceptions; (2) except inthe case of two programs, interns had a somewhat neutral or slightlypositive view of the competency-based aspects of their own programs;(3) for the most part, interns had a rather neutral or somewhat positiveperception of their programs as a whole; and (4) by and large, internsfelt reasonably knowledgeable regarding competency-based teachereducation.

Intern Attitudes Toward Teachinz

As a part of the test battery administered to interns they wereasked to respond to the Teaching Situation Reaction Test. The TSRT wasdeveloped by J. K. Duncan and J. B. Hough at The Ohio State Universityin 1966; the form used here was a modification developed and widely usedin the Cooperative Urban Teacher Education Program of the Mid-continentRegional Educational Laboratory. Studies reported by the authors andothers suggest that the TSRT is valuable in predicting teacherperformance; these include subject matter competence., teacher-pupilrelationships, classroom management, and human relation skills.

The TSRT is a forty-fnur item, paper and pencil test which posesa general teaching situation. Each of the items poses a problemsituation to which the student is asked to rank the four optionalcourses of action which are presented. These problem situations includeplanning, handling restless students, dealing with pupil-pupil conflicts,working with shy students, and so forth. The following items illustratethe testing format:

After meeting your class four times, you notice several things: Twoboys seem particularly dirty; one girl seems to be withdrawn--thestudents do not pay any attention to her, although she is a pleasantlooking, well-dressed girl; there are four or five youngsters,apparently very good friends (both boys and girls), who do most of thetalking and take most of the initiative; and students seem to continuallyinterrupt each other and you.

14. In the interests of the two boys who are especially dirty youwould:

(a) find an opportunity to discuss the matter of cleanlinesswith the class.

(b) speak to the boys about their need to be clean in a conferenc,;with them.

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(c) inaugurate a cleanliness competition with a prize to thathalf of the class with the best record, putting one boy ineach half.

(d) speak to the boys about their need to be clean and arrangefacilities at school where they could clean up.

15. In the interests of the apparently withdrawn girl, you would:

(a) talk to her informally over a period of time to see if youcould determine her difficulty.

(b) call on her regularly for contributions to the discussion.

(c) discover a skill she has and have her demonstrate for the class.

(d) have a conference with her and tell her to become involved withthe class discussion and speak up.

16. To improve the relationship of your class to the apparentlywithdrawn girl, you would:

(a) determine who, if anyone, is friendly with her and arrangeto have them work together on occasion.

(b) take the girl aside and help her see how she can establishbetter relations with her classmates.

(c) arrange to have her work with the group of boys and girlswho take most of the initiative.

(d) allow her to work out her own problen.

17. With regard to the four or five youngsters who 0.c, most of thetalking and take the initiative, you would tend to 'elieve:

(a) they are brighter than most of the other students.

(b) they are the leaders of the class.

(c) there is considerable variation in student's ability toparticipate in class.

(d) they are a little too cocky and think they know more thanthe others.

18. With regard to the tendency of class meMbers to interrupt whileothers are talking, you would:

(a) tell yourIclass politely but firmly that interruptions areimpolite and should not continue.

(b) discuss the matter with your class, determining why thishappens and what should be done about it.

(c) organize a system of hand raising and set rules for studentsparticipation in discussion.

(d) set rules for student participation in discussion and firmlybut fairly reprimand each person who breaks the rules.

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Responses were scored according to a key; that is, the discrepancybetween intern rankings and the key rankings was determined for eachitem. Thus, total agreement between the key and an intern's ranking ofthe options provided for any one item resulted in a score of 0 whiletotal disagreement resulted in a score of 4 Consequently, the rangeof possible total scores was 0 (total agreement on every item) to 176(total disagreement on every item). Therefore, the lower the score,the more competent the intern would be said to be with regard to subjectmatter competence, teacher-pupil relationships, classroom management,and human relations. The mean scores obtained from interns are presentedin Table 8 below:

Table 8

Mean Scores Ubtained from Intern Responsesto the Teaching Situation Reaction Test

Program Testing N Mean Score1

N Mean Score2


Oakland University

1 34 99.62 29 99.932 33 99.36 29 99.523 z.,-, 100.13 29 99.59

1 24 97.54 17 97.712 30 99.53 17 100.063 27 96.63 17 96.82

San Francisco State College 1 31 93.29 15 92.672 29 93.48 15 92.803 34 89.29 15 89.47

State University College 1 36 93.78 23 93.30at Buffalo 2 31 92.32 23 91.48

3 31 94.14 23 93.83

Texas Southern University 1 30 98.47 13 102.622 32 92.52 13 96.383 18 96.72 13 93.46

Weztern Kentucky University 1 34 93.16 21 92.242 26 92.25 21 90.863 27 89.00 21 89.33

Western Washington State 1 26 91.23 18 90.50College 2 22 90.04 18 89.50

3 22 87.50 18 86.00

Because of intern "attrition"to respond to the TSRT, those framconstitute a representative sample

and the refusal of some internswhom data were obtained did not

. Consequently, no statistical

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analyses were computed. However, the following observations do seemreasonable albeit somewhat tenuous with regard to the "pre-post" data.Although marked differences appeared in only two programs, in six of theseven programs intern response mean scores were lower--"better"--at theend of the first year of inservice than at the beginning of preservice.In addition, in three of those cass, scores were also lower at the endof preservice than they were at the beginning of preservice. With regardto the seventh program, the increase was quite slight. Overall, it doesappear appropriate to suggest that, by and large, interns did improveslightly over time. This slight improvement does not seem :Importantuntil one considers the research which indicates that student teachers--a group comparable to the interns--very often become significantly morenegative in their attitudes during student teaching--an experiencecomparable to the internship. In other words, slight improvement seemsimportant when viewed in the light of the more usual finding--morenegative attitudes after the field experience.

latern Attitudes Toward Low-Income. Minorty Persons

The final part of the test battery administered to interns wasthe Cultural Attitude Inventory. The CAI as used here was a greatlymodified version of a Likert-tyne attitude scale developed by DorothyJ. Skeel at Pennsylvania State University in 1965 and widely used bythe Cooperative Urban Teacher Education Program of the Mid-continentRegional Educational Laboratory. To the fifty items of Skeel's scalewere added eighty-three similar items developed at San Francisco StateCollege. A I33-item form of the scale was administered during thefirst testing; through item analysis procedures the scale was reducedto forty items. It was this forty-item form of the scale which was usedin subsequent testings; data reported here are from that form.

Interns were asked to "strongly agitle," "agree," "undecided,""disagree," or "strongly disagree" with each of forty statements. Thescoring procedure was to assign a score of 5 for a "correct response"to an item (strongly agree or strongly disagree depending upon how theitem was keyed); a score of 4 was given for the next nearly correctresponse and so on. Therefore, the range of possible total scores was40 (a score of 1 on each of the forty items) to 200 (a score of 5 oneach) with a higher score indicating a more positive attitude towardlow-income minority persons. Several sample items are presented below;Table 9 on the next page presents the mean scores obtained from internswith regard to the CAI.

6. Parents of children from low income and/or minority familiesare not interested in education.

8. The values of low income and/or minority children are to beignored and middle class values imposed upon them.

16. Low income and/or minority background places a ceiling on achild's achievement potential.

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Table 9

Mean Scores Obtained from Intern Responsesto the Cultural Attitude Inventory

Program Testing N Mean Score N Mean Sco-.7e


Oakland University

1 35 146.60 30 147.832 33 154.76 30 155.;43 30 157.20 30 157.20

1 25 159.75 17 152.882 30 164.40 17 162.473 27 167.48 17 168.18

San Francisco State College 1 33 166.61 18 168.062 30 171.67 18 174.673 34 174.38 18 176.56

State University College 1 39 164.36 29 164.86at Buffalo 2 36 171.03 29 170.52

3 32 167.13 29 167.00

Texas Southern University 1 32 153.75 12 156.252 32 169.84 12 170.753 18 165.28 12 174.17

Western Kentucky University 1 34 158.76 23 160.302 27 164.14 23 166.70

28 167.46 23 169.43

Western Washington State 1 26 167.88 20 169.90College 2 28 171.46 20 173.30

3 22 175.91 20 177.05

As with the TSRT data, the CAI data should not be considoBred ascoming from a representative intern sample. Thus, no statisticalanalyses were performed. However, several brief observations regardingthe "pre-post" scores--Mean Score2 data--appear appropriate althoughperhaps tenuous. In all seven programs, intern mean scores were higherat the end of the first year of inservice than they were at the startof the preservice period. And in all but one program, it was also thecase that mean scores were higher at the end of the preservice periodthan at the beginning. This suggests that during their internship,interns became somewhat more positive in their attitudes toward low-income, minority ,,7rsons. That this is the case is all the moremeaningful when it is noted that intern attitudes were quite positiveinitially. Given the goals of Teacher Corps, this seems an Importantfinding.

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Intern Perceptions at Western Kentucky University

A ten-item opinionnaire regarding the interns' attitudes regardingcompetency-based education and the Teacher Corps Program at WesternKentucky University was developed by the evaluation staff. Thatinstrument was administered during the Spring semester, 1970-71 schoolyear.

Interns were asked to indicate whether they "strongly agree" (5),"agree" (4), "undecided" (3), "disagree" (2), or "strongly disagree"with each of the following statements:

1. Competency-based education is superior to traditional education.

2. Competency-based instruction places less pressure on me as astudent.

3. I feel that I can achieve more and learn more from competency-based instruction.

4 I believe I will receive higher grades in competency-basedinstruction.

5. Competency-based education is realistic.

6. Involvement in the Teacher Corps will help me to be a betterteacher than if I had completed a traditionU program.

7. My classroom experiences at Western are worthwhile.

8. The classroom experiences at the school where I teach arevery valuable.

9. The Teacher Corps program in general is a "good" program.

10. The students are benefiting the most from the present TeacherCorps Program.

The responses obtained from interns are reported in the briefsummary which follows.

Intern responses indicated that they "agreed" that competency-basededucation is superior to traditional education. This agreement wasexpressed by a mean of 3.83 on a 5 point scale where 4 points representedagreement." A mean score of 3.57 indicated that interns felt thatcompetency-based instruction places less pressure on them as a student.And their responses yielded a mean score of 3.78 indicating that theyfelt they learned and achieved more from competency-based education.

A mean score of 3.25 suggested that interns tended towardundecidedness when asked if they would receive higher grades incompetency-based instruction.

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A mean score of 3.68 indicated that interns agreed that competency-based education is realistic. When asked if their involvement inTeacher Corps would make them a better teacher than if they had completeda traditional program, intern responses yielded a mean of 4.04 indicatingagreement. In reference to their classroom experiences at Westernbeing worthwhile, a mean of 3.71 was obtained; this indicated a fairlyhigh degree of agreeme-Qt. A mean score of 4.61 indicated that internsplace high value on their teaching experiences. The Teacher CorpsProgram in general was seen as a "good" program as a mean response of3.84 was obtained. A mean response of 3.43 suggested that interns sawstudents as benefiting most from the Teacher Corps Program; this indicateda response which was only slight agreement.

In short, the data obtained from interns suggested that they were--to varying degrees--in agreement with each of the statements made;(the mean score range was 3.25 to 4.61 on a five point scale). Thisindicates a rather positive overall feeling toward competency-basedinstruction and the program.

Student Perceptions at Jackson State College

The following is an abstract of a brief report prepared byDr. Lee Napier, Program Development Specialist for the Jackson StateCollege Teacher Corps Program. It is a summary of a study he conductedwhich examined the perceptions regular graduate and undergraduate studentsof Jackson State College students held regarding competency-basedinstruction.

During the academic year of 1970-71 graduate and undergraduatestudents who were exposed to competency-based instruction were givenquestionnaires to assess their understanding and feelings about competency-based instruction and traditional instruction.

The following section is a summary of the reactions of these students.

The students were asked tc ,-;ompare competency-based education withtraditional instruction by rating them, both on a five point scale fromvery negative to very positive. The graduate students rated competency-based instruction (4.0) higher than traditional instruction (3.2), whilethe undergraduates gave the edge on the rating to competency-basedinstruction (4.5) as compared to traditional instruction (3.1). Thegraduate students and the undergraduates both gave the specificationsas they were written a 4.2 on the same scale. The knowledge of aspecific behavior to exhibit was ranked 4.2 by the graduate students and4.6 by the undergraduate students. Both groups of students also reactedpositively to setting a criterion of acceptance (graduates: 4.0 andundergraduates: 4.2).

In response to the question: "What do you like most about competency-based instruction?" graduate students made two major points: (1) the_

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freedom from classroom instruction en-?_ourages initiative and independence,and pre-tests enable students who have the ability to advance on theirown without being restricted by slower classmates. Comments fromundergraduate students emphasized the following: (1) the student has anopportunity to express himself freely and to work on his awn throughindependent study and research since the objectives are clearly statedand known to all from the beginning of the course; (2) one can learn athis own rate and doesn't feel pressured because he can set his own pace;(3) dull classroom lectures and sessions are eliminated because thestudent can pass the pre-test if he already knows the material; and(4) interest was, therefa:re, high during class sessions and groupparticipation was especdally good.

To the question "What do you like least about competency-basedinstruction?" the most critical view expressed by the graduate studentswas the possibility of missing pertinent information in class discussionsif students did not take the treatmentdid not opt to engage in theinstructional activities made available. In this regard, many studentsexpressed no negative feelings at all; several stated that it was thebest form of teaching they had been exposed to. Others said that thething they disliked most was that competency-based instruction was notoffered in other departments. Several students noted difficulty inobtaining the limited number of reserve books from the library. Somestudems also felt that the examination period should have been longerso that responses could have been more complete and writing more unhurried;this situation was later remedied.

In response to the question "At this point which method do you prefer,traditional instruction or competency-based instruction?" three graduatestudents indicated that they favored traditional teaching because theyfelt old methods are best and believe that there would be less testingunder this method. On the other hand, sixteen graduate students preferredthe competency-based method because it is more interesting :_.nd gives anopportunity for independent study. The traditional method was favoredby few undergraduate students; they felt that they got more out of thisapproach. The remainder of the undergraduate students favored competency-based instruction. They felt that a better understanding of the subjectmatter was achieved and that objectives were effective and precise,giving them an opportunity to make higher grades. They felt 1.Aat theywere given a feeling of confiden-:e and independence and could learn morethan they would under the traditional method- They especially enjoyedthe opportunity to help plan activities through which objectives couldbe reached.

In response to the question "Does competency-based instructionplace more or less pressure on you as a student?" eight graduate studentsfelt more pressured with competency-based instruction because they knewwhat was expected; therefore, the responsibility for achieving was placedon them. Eleven students felt less pressured because they knew theObjectives and materials to be used; thus, they could work at their ownpace to achieve the objectives.

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Twenty-six students felt that competency-based instruction placedmore pressure on,them. Those students said that the individual was onhis own and this fact produced some pressures but many felt that thispressure was beneficial. Some felt that competition to pass pre-testswas high and thus produced pressure. On the other hand, forty-twostudents felt that competency-based instruction placed less pressureon them as students. These students felt that having the courseobjectives spelled out allowed them to feel relaxed, not to have toread the instructor's mind, and free to accomplish more at their ownrate. They felt that the pre-test gave them a better opportunity toachieve the objectives.

When asked "Under which method do you think you would achieve more,traditional instruction or competency-based instruction?" two graduatestudents indicated that they felt that they would achieve more underthe traditional method although they stated that a good student wouldachieve well under either method. Seventeen graduate students felt thatthey would achieve more with competency-based instruction because itgives an opportunity for research and independent study; in addition,each individual understands his responsibility.

Only five undergraduate students felt that they would achieve morewith the traditional method because they got more out of a lecture andthey "didn't dig studying too hard." Sixty-three students felt thatthey would achieve more with the competency-based method. They believedthat they were more comfortable ar: were better able to understand thematerial. They noted that an added incentive vas provided by the factthat this was a change from the usual method of teaching and gave asense of being able to plan the time i=nd do independent research on thematerials which were listed for each specification. The clear cutobjectives provided excellent guidelines for study and gave studentssomething to work for. Several students thought ;die lecture methodwas boring and the competency-based was more interesting.

finally, in res9onse to the question ',.Jnder which method doyou -celieve that you would receive the higher grades, traditionalinstruction or competency-based instructicm?" two graduate studentsfelt that they would receive better grades with the tradltional method.Seventeen students felt that they would make better grades with copetency-based instruction because better study habits were developed, tl-eobjectives and materials were spelled out, and the responsibility wasplaced on the individual.

Four undergraduate students felt that they would receive highergrades und.er the traditional method because it was easier and they gotmore out of lectures. Sixty-four undergraduate students felt that theywould receive higher grades under the competency-based method. Theyfelt that this was true because of the motivation, challenge, and theinteresting opportl.)ity to work on their own. They felt that theoutlined objectives gave them an opportunity to be better preparedfor tests,

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SECTION XII: SUGGESTED RESOURCES

This the last section of the report provides a list of some of theresources which those involved in the program development effortdescrfbed here found helpful as they developed their programs. Fourtypes of resources are listed: (1) books, (2) mediated materials,(3) several persons most familiar with the notion of competency-basedteacher education, and (4) a list of the Office of Educlon ModelElementary Teacher Education Project Phase I final reports.

Books

The following is a list of some of the books which programdevelopment specialists and project directors suggested were mosthelpful in their program development effort, The list should not beconsidered exhaustive but only a point*of departure.

Arends, Robert L., John A. Masla, and Wilford A. Weber. Handbookfor the Development of Instructional Modules in Compete2s,y7Eased Teacher Education Programs. Buffalo, New York: Centerfor the Study of Teaching, State University College atBuffLlo, 1971.

Burdin, Joel L., and Kaliopee Lanzillotti (eds.). Reader's Guideto the Comprehensive Models for preparinE ElementaryTeachers, Washington, D.C. American Association ofColleges for Teacher Education, 1969.

Flanagan, John C., William M. Shanner, and Robert F. Mager.Behavioral Ob4e2tives: ..12.ale Arts. Palo AJto:Westinghouse Learning Press, 1971.

Flanagan, John C., William M. Shanner, and Robert F. Mager.Behavioral glgectives: Mathematics. Palo Alto:Uestinghouse Learning Press, 1971.

Flanagan, John C., William M. Shanner, and Robert F. Mager.Behavioral Objectives: Science. Palo Alto: WestinghouseLearning Press, 1971.

Flanagan, John C., William M. Shanner, and Rdbert F. Mager.Behavioral Objectives: Social Studies. Palo Alto:Westinghouse Learning Press, 1971.

Gronlund, Norman E. Stating. Behavioral Objectives for ClassroomInstructions. 7:,w York: The Maamillan Company, 1970.

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Kibler, RObert, and others. Behavioral Objectives and Instruction.Boston: Allyn and Bacon, Inc., 1970.

Mager, Robert F. Preparing Instructional Objectives. Palo Alto:Fearon Publishers, 1962.

Mager, Robert F. Developing Attitude Toward Learning. Palo Alto:Fearon Publishers, 1968.

Mager, Robert F., and Peter Pipe. Analyzing Performance Problems.Belmont: Fearon Publishers, 1971.

Meierhenry, W. C. (ed.). Mediated Teacher Education Resources.Washington, D.C.: American Association of Colleges forTeacher Education, 1970.

McAshan, H. H. Writing Behavioral Objectives: A New Approach.New York: Harper and Row, 1970.

Plowman, Paul D. Behavioral Objectives. Chicago: Science ResearchAssociates, Inc., 1971.

Popham, W. James, and Eva Baker. Establishing Instructional Goals.Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1969.

Mediated. Materials

The following are four sets of mediated materials which programdevelopers found useful:

General Programmed Teaching. Principles and Practice ofInstructional Technology. Palo Alto: General ProgrammedTeaching, 1970. (Pre-recorded audio tapes, filmstrips, andworkbook focused on various aspects of designing instructionalsystems; General Programmed Teaching, A Division of CommerceClearing House, Inc., 424 University Avenue, Post OfficeBox 402, Palo Alto, California 94302.)

Vimcet Associates. Vimcet Filmstrip-Tape Programs- "EducationalObjectives," "Systematic Instructional Decision-Making"Selecting Appropriate Practice," "Perceived Purpose,""Evaluation," "Curriculum Rationale,"-"Defining- Content forObjectives," "Identifying Affective Objectives," "AnalyzingLearning Outcomes," "Knowledge of Results," "TeachingUnits and Lesson Plans," "Teaching of Reading," "Disciplinein the Classroom," "Modern Measurement Methods,"isInstructional Supervision," "Criterion Referenced Strategy,"and !:TExperimental Designs for School Research." Los Angeles,Vimcet Associates, 1967-1970. (Filmstrips, pre-recordedaudio tapes, and study guides; Vimcet Associates, Post OfficeBox 24714, Los Angeles, California 90024.)

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Weber, Wilford A. "Competency-Based Teacher Education: AnOverview." Westport, Connecticut: Videorecord Corporationof America, 1970. (115 35 nim slides, 22 minute cassetteaudio tape, and 12 page script which present an overviewof competency-based teacher education and related issues;Wilford A. Weber, College of Education, Uhiversity ofHouston, Houston, Texas 77004.)

York, L. Jean. Team Teaching (Modules I through VII). Dallas:The Leslie Press, 1971. (A series of semi-programmedtexts fOcusing on various aspects of team teaching; TheLeslie Press, 111 Leslie Street, Dallas, Texas 75207.)

Persons

The list of people which follows contains the names and addressesof persons program development specialists and project directorsidentified as being of assistance to their efforts.

Dr. Hans O. Anderson, Associate Professor of Science Education,Indiana University, Bloomington, Indiana 47401.

Dr. James M. Cooper, Associate Dean, College of Education,University of Houston, Houston, Texas 77004.

Dr. M. Vere DeVault, Professor of Curricultun and Instruction,School of Education, University of Wisconsin, Madison,Wisconsin 53706.

Dr. Norman R. Dodl, Associate Professor of Elementary Education,College of Education, Florida State University, Tallahassee,Florida 32303.

Dr. W. Robert Houston, Professor of Curriculum and Instruction,College of Education, University of Houston, Houston,Texas 77004.

Dr. Charles E. Johnson, Professor of Education, College of Education,University of Georgia, Athens, Georgia 30601.

Dr. Howard L. Jones Associate Professor of Curriculum andInstruction, College of Education, University of Houston,Houston, Texas 77004.

Dr. Jack M. Kean, Associate Professor of Curriculum and Instruction,School of Education, University of Wisconsin Nhdison,Wisconsin 53706.

Dr. Walt Le Baron, Education Planning Consultant Washington

Dr. H. Del Schalock, Research Professor, Teaching Research,Monmouth, Oregon 97361.

Dr. Wilford A. Weber, Associate Professor of Curriculum andInstruction, College of Education, University of Houston,Houston, Texas 77004.

Dr. Sam J. Yarger, Associate Professor, School of Education,Syracuse University, Syracuse, New York 13210.

Model Elementary Teacher Education Project Phase I Final Reports

Program development specialists and project directors saw the ModelElementarY-Teacher Education Project Phase I final reports as being veryhelpful as they designed their program and built instructional modules.The models are available in honeycomb bindings from the GovernmentPrinting Office (GPO; The Superintendent of Documents, U.S. GovernmentPrinting Office, Washington, D.C. 20402) and in hardcover or microfichefrom the ERIC system (EDRS, The National Cash Register Company, 4936Fairmount Avenue, Bethesda, Maryland 20014). The reports available,their GPO and EDRS order nudbers, and their prices are listed on thenext page.

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