DOCUMENT RESUME
ED 216 003. SP 020 170
TITLE Teacher Corps: A ColleCtion of Abstracts. A Program to Improve Educational Personnel Development and to Strengthen Educational Opportunities in Low-Income Schools. (1965-1982)0 INSTITUTION Department of Education, Washington, D.C. Teacher Corps. PUB DATE May 82 NOTE 432p.
EDRS PRICE MF01/PC18 Plus Postage. DESCRIPTORS Annotated Bibliographies; Disadvantaged Schools; *Educational Practices; *Educational Research; Elementary Secondary Education; Federal Programs; ' *Instructional Innovation; Research and Development Centers; *Staff Development; *Teacher Education IDENTIFIERS *Teacher Corps
ABSTRACT Abstracts of documenti published by Teacher Corpt proje cts and of documents concerning Teacher Corps practices and procedures were culled from the ERIC database for this computer-generated bibliography. It lists, alphabetically,by title, 637 documents announced in Resources in Education (RIE) between 1965 and 1982. Information given for each document includes: (1) ERIC accession number; (2) title; (3) author; (4) institutional and sponsoring agencies; (5) publication date and paginati 'bn; (6) document availability information; (7) type of document; (8) date of appearance in RIE; (9) geographic source; and (10) an abstract of the document's contents. The bibliography contains conference papers, research reports, project descriptions, position papers, reference works, curriculum guides, teacher and administrator guides, and test and'evaluation instruments. (FG)
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ABSTRACTS TEACHER CORPS: ACOLLECTION OF
educational personnel A program toimprove educational development andto.s-erengthen opportunities inLow-income schools. (1965 -1982) -s
_ - . US. DEPARTMENT OF EDUCATION ) NATIONAL INSTITUTE OF EDUCATION EDsir-ATIONAL RESOURCES INFORMATION CENTER IERIC) This document has been reproduced as reserved from the person or niganuation originating it Minor changes have been made to improve reproduction quality I
Point. of vieworopmprsstatedonttrsdocu Oment do noknecessarey reprent official NIE %N. position or poky
9 OFFICE OF EDUCATIONALRESEARCH AND .IMPROVEWENT U.S. DEMTNENT EDUCATION
MAY 1982 PREFACE
Teacher Corps, after sixteenyears of existence, is being terminated with
its inclusion into block grants to the states(Reconciliation Act of;1983).Although
the Teacher Corps projects funded in 19_78 and1979 were not able to complete fiveyears Of operation; practices, products, and Processes designed to strengthenthe educational
opportunities available to children inareas' having concentfations of low-income
1 familieswere developed.
InitiallI, theprogram focused much of its effort on the preservice and inservice
training of classroom teachers; in1978 the mission was'expanded to include alleducational
personnel. Cooperating universities, local education agencies,and elected representatives
from the community managed the projects.
This collection of abstractswas compiled to provide educatiors, researchers, and
all other interested persons witha Panoramic view of the Teacher Corps orogram as
reflected in materials submittedto ERIC - Educational Resources Information Center -in
the period between 1965- 1982.' 1
It is hoped tirt this chronicle of achievementwill serve to extend the Program's contribution into the future. f- Print 34/7/1-637 DIALOG Fflei: ERIC - 66-82/Mar (Item I Of 637) User 9002 15apr82 1612
Interviewsand the study of documentsavailable from the institution. The questions, which E01863955P015932 served to organize the informationdealt with the acts of the participants, A Call for Twelfth Cycle Institutionalization Concepts:Five the activities engaged in by groups, meanings attributed to the RasponSes. acts andactions, Ryde. Martin.. Ed. level of involvement of participants. relationship of individuals and groups, and thesetting in tne Mid-Atlantic Teacsier Corps Network, Philadelphia,Pa. development of a ,C8TE program. 1978' 97p. Most of the cittclusions of the study dealt with the strong imprict of mandat chance and its Sponsoring Agency: Office of Education (DHEW), Washington, effect In generating conflict. ;' The sebod ereA from which D.C. Teacher Corps. conclusions Contract No.: 300-78-0326 were drawn was in regard to the distribe.tion and, exercise of power. This study points up examples of EDRS Price - MFOI/PC04 Plus Postage. the abuse. misuse, and misccnception of pdwer. The importanceof the case LeDgueoe: English study lies in its implications ;for Dodument Type: PROJECT DESCRIPTION (141) educational leaders who seek to gain insight into some of the processes involved in °Geographic Source: U.S.: Pennsylvania organizational change. (MJB) Journal Announcements RIESEP80 The,purRose of this document is to e4olere somestrategies which maybe helpful to new projects during their planningand ' implementattoo years. Each chapter of the document is composed E0098175 95 SP008532 of a separate project description. Topics discussed in this A Catalogue of Concepts in the PedagogicalDomain of Teacher paper include: 1) the adaptation of educational research to Education imrrove..elemeteMy reading comprehension; 2) the development Multi-State Consortium on Performance -Based Teacher of a community support program for students involved in a Education, Albany, N.Y.; community. University of South Tampa. industrial, and school system-basedcareer Leadership Training Inst. for Protocol Materials. education programs; 3) the researchbase for precision I May 1974 172p. teaching techniques; 4) the development and implementation of Sponsoring Agency: National Center for Improvement of a program'combinIng the resources of local elementary school Educational bistems (OHEW /DE), teachersand the Washington, D.'C.; OffIca lf surroundingcommunity in order to meet Education (DHEW). Washington, D.C. Teacher Corps. student needs; and. 5) indepth discussion of the attemptsof a Grant No.: DEG-0-.71-1079(725) rural schocil to focuson the deliveryand improvement of EDRS Price -.MFOI/PC07 Plus Postage. services to its exceptional child population. The authors of , Language: ENGLISH the document stress that none of the programsdescribedhave Document Type: DICTIDNARV (134) been subjected to formalovalidation. (Authers/LH) Journal Announcement: RIEMAR75 P1:3catalog of concepts in thepwdagogicel domain of teacher education organizes the critical conceptsand provides definitions. Indicatcre, and illustrations of the concepts. E0143634 95 SP011402 Chapter SA Case study 1 ,presents a rationale for the selection ofconcepts in COTEProgram Development: fromthe in teachereducation and Perspective of Inter and intro Organizational Conflict. ofiscusses pedagogical domain, ,interactive touching, the format of concepts in thiS catalog, Rostetter. David d. and aspirations for this Univ. catalog. In .the eight remaining State of New York. Albany. Teacher Education chapters cognitivecontent Developmental Service. categories,, control of content, fr groups, and individualsarediscussed, and 1976 149p.: For related documents. concepts are see SP011 401-409 and defined in terms of each topic. A six-Item bibliography SPOt1 542 : Best copy available concludes chapter 1. (PD) Sponsoring Agency: Office of Education (DHEW). Washington, D.C. Teebner Corps. EDRS Price - MFOI/PC06 Plus Postage. Language: ENGLISH Document Type: RESEARCH REPORT (143) Journal Announcement: RIEJAN78 This report -epresente an in-depthanalysis of one institution of higher education's response to a New York State Department of Education mandateon the establishment of performance based teacher education (PETE) programs, and it focusia on factors involved in the development of 'a PETE program viewed from the perspective of intro- and inter-oeganizational conflict. The methodologyemployed was 0
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(MO) ED10760595' SP099228' AXIITE Curriculum Model and Directions for ItiAssembly. Darcy, C. Michael; And Others , New York State Education Dept.. Albany.; State Univ..'liot New ED095156 95 14008235 York, Albany, Teacher Education DevelopmentalService. 1975 A Competency-Based TeacherEducation Development Project. 112p. I Final Report. Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. Belcher, Leon N. EDRS -Price -MF04/PC05 Plus Postage: Texas Southern Univ., Houston, Feb 1974 164p. iLanguage: ENGLISH . Sponsor'ing Agency: Document Type: CLASSROOM MATERIAL (050) National list. of Educetion (DHEW). Journal Announcement: RIEGCT75 Washington. D.C. Office of Research` Grants. Bureau No.f BR-0-8063 .four -part monographdiscusses thecompetency-based Grant No.: OEG-0-70-4539 teacher education (CBTE) program, at the StateUniversity of EORS Price - MF01/PC07 Plus Postage. New York (SUNY)at Albany. The report attempts to (a) state Language: ENGLISH the purpose and goals of the CBTE model, (b) suggest operation Journal Announcement: RIEDEC74 z' procedurek. and (c) offer aids to facilitate development of a This report describes. a 1-year COTE prograg- Part1 presents a statement of the philosophical project for the- initial view of development and implementation of acompetehcy-based teacher CUTE and sets guidelines for working ina CBTE mode. educationprogram. This section also discusses the limits of Theproject was, part of a fifth-cycle CBTE and explains Teacher Corps program. Project activities and interprets the essential elements of the CBTE program. were directed "award planning, faculty development, assessment Part 2 presents the model used in the SUNY at Albany of changes in College attAtudes and programstructures, and of Education program. Part 3 providesa step-by-step procedure facilitation of for creating a' CBTE education models developed under the auspicesof, the U. S. program, building on an institution',W Office of Education. Procedures included existent teacher-preparationprogram. Part 4 workshops, inservice helps guide professional conferences, systems management activities, administrators. With questions and suggestionsfor judging the the developeent of instructional modules, the effectiveness of the CBTE program. Figures 111ustratins: the assessment of changes in 'perceptions, and general evaluation CBTE model anda sampleevaluationform are included. of (Author/41S) competency-based aspects, of the teacher education program. Date from the assessments andevaluation indicatedpositive changes in perceptions and cognitive development, and use of materialsand procedurescentered aroundcompetency-based criteria. It.was ED068457 SP005917 found-that the complete transition froma to a competency-based program required AComparison of AttitudesMeld by Traditionally Prepared more than 1 ,,rearlfear. (Author) Tgachers and Teacher Corps (Cycle St 1988 -70) Prepared Teachers Regarding Subject-Oriented Instruction and *o. 'Student - Oriented Instruction. Johnson. Olin Chester Jun 1972 ,22p. EORS Price - MF01/PC01 Plus Postage. Language: ENGLISH Journal Announcement: RIEFEB73 This study was conducted to show how a teacher's training affects . his or her attitudes toward teaching. Twelve statements dealing withvarious' aspects of education in relation to subject and student oriented instruction were distributed to 15 traditionally prepared teachersand 15 Teacher Corps prepared teachers. Each participant indicatedIn writingandverbally the extent of agreement or disagreement with the statement. Samples were stratified in order to determinepatterns end areas of agreement and disagreement among teachers. Fisher's T -Tahle was used to correlate the differencesbetweenthe two groups. Results indicated a significant differeece ,between the two sample groups. Implications, recommendations.' and conclusionsare presented. Research material and an8-itembibliography are included: . DIALD 41:ERIC - 66 -82 /Mar' (Item 7 of 637) User 9007 15apr82 . 1614
Topics E0I84910 discuised at the meeting include developingthe skills 50011991 and operational procedures for documentation' processes In A Conceptual Approachto Moral Education: A ilini-Course. Network Trainer's Manual. organizations, and developing the ability to gather Pines, A. Leon educational research data for later use in Teacher Corps conferences and programs. A list of conferenceparticipants is New Englarid Teacher Corps Network, Portsmouth,N.H. appended. (LH) Jun 1979 -100p. Sponsoring Agency: BureaurEducation for theHandicapped (DHEW/DE). Washington, . . Bureau No.: 451AH60892 E0i1P681 Grant No.: G007700127: G007700128 SP016046. A Conference on Promoting Faculty Involvement. EDRS Price - MFOI /PCO4 Plus Postage. Southeastern Teacher Corps Network (Tampa, FL, January 17-19,1979). Lacpuerge: English Woods, Doris G.: Dansker, Judith podwmdnt Type: PROJECTDESCRIPTION (141): NON-CLASSROOM -idiTERIA1 (055) Southeastern Teacher.,Corps Network. Atlanta, Ga. Aug 1979 41p. Geographic Source: U.S.: New Hampshire Sponsorfing Agency: Office of Education (OH W), Washington, JournaliAnnouncement: RIEAUG80 D.C. TeacherCorps. This tlainer's manual describes a college level mini-course on moral EDRS Price 7MFOI/PCO2 Plus Postage. ducation. As a result of the course experience. Language; English partipipants will gain an appreciation of the importance of moral 'education, Document Type: CONFERENCE PROCEEDINGS (021) learn to teed Aoral discussions. and Geographic Source: U.S.; Florida incorporate relevant moral issues into the elementary and Journal Announcement: RIE0C780 secondary curriculum. There are three parts to tne The Southeastern Teacher Corps' Conference mini-course. The first part of the on Promoting course requires the Faculty Involvement spoke to the following studentsto do prerequisite readings. The second'part of the issues: 1) Acquainting conferenceparticipants with the processes and course is direct instruct to requiring eight to ten hours of problems of institutionalization: 2) Introducing participants contact time. A descelption of the content of. the to ei variety of4 incentives and o instructional units to be used in the rewards useful to promote direct instruction is faculty involvement in included, in the traiher's manual. field-based activities; 3) A variety of instructional Demonstration of activities areusid to help the participants relate strategies for the enhancement of content to communication between institutionsof higher their actual work situations. Participants educationand view slides and local education agencies, for a more effective collaborative video tapes, listen to lectures, read books, solve problems,. delivery of staff end discuss. In the third part of the develgpment: 4) Discussion of issues, course, the application concerns,, andproblems of the faculty of higher educition stage, participants. apply the skillsacquired in their institutions as they relate to Teacher Corps: 5)Demonstration classroom. Follow-up with the instructor completes the of a model for planning staff development mini-course. (Author/RA) along Teacher, Corps. lines, at institutions of higher learning: 6) 'Acquiring techniques for verifying institutionalization: and. 7) Acquiring techniques for describing and analyzing E01864 "76 SP016047 orgenirational characteristics of collegns and/or departments of education. An evaluation of the coherence by participants A Conference on Planning for Documentation andthe National is included. (Authors/LH) 'Conference Follow-up Program (Myrtle Beach, South ,Caroltna, FebrUary 1979). Dansker, JUdith Southeastern Teacher Corps Network, Atlanta. Ga. Aug 1979 46p. Sponsoring Agency: Office of Education (DHEW). Washington, D.C. Teacher Corps. EDRS Price - MFOI/PCO2 Plus P stage. Language: English Document Type: CONFERENCE PROCEEDINGS (020: PROJECT CESCRIPTION (141) Geographic Source: U.S.: G6orgia Journal Announcement: RIESEP80 This document reports on the activities of theSoutheastern 'releaser Corps Network's 1979conference on . Manning for the documentation and follQ, -up survey of educational conferences. ... 1 9 I, DIALOG Filei: ERIC - 66-82/Mar (Item iO of 637) User 9002 15apr82
However, there is a E01664185P016049 consequent risk of diminished adaptiveness. In the extreme, bothpositions ere seen as A Conference on Validation and Dissemination(Daytona Beach, damaging, Florida. May 2-4. 1979). and are cautioned against. It Is suggested thata Dansker, Judith Professional Equity Compactbe used by institutlons'asa tool 4. for equity in faculty personnel matters. Sucha formal Southeastern Teacher Corps Network. AtlantaGa. document is proposed and would contain Aug 1979 500. a statement of rights. responsibilities; privileges, obligations. objectives. ,Sponsoring Agency: Office of Education ((MEW), Washington. focused interests. andwhateverother referents are thought to be Q.C. Teacher'Corps. , - important to the individual and the institution EDRS price - ME01/PCD2 Plus Postage. for evaluation , Language: English purposes for a specific period of time. (MSE) Document Type: CONFERFNCE PROCEEDINGS (021) Geographic Source: U:S.: Georgia ae4Ordsl Announcement: RIESEP80 ED207957 SP0f8758 This document reports the activities of the Southeastern A Description and Evaluationof the 1979 Summer Training Teacher Cosps'Network'a May 1979 conference on the validation Workshop. Roosevelt Universityand theChicago Board of of programs end'the disseminationof information. ConCerns of the meeting were: Education Teacher Corps Project-- Program '711. the establishment of procedures for program, Asser. Eliot: And Others validation prqcesses, the increased awareness of naturelistiC ChicZgo Board of Education, Ill.; Roosevelt Univ., Chicago. data-gathering techniques for educational research. the Ill. increased familiarization of educational practitioners with 1980 155p.:' For related documents, see SP 018 754 and SP 4. programmatic evaluatiOn techniques leading to validation and Ole 757. dissemination, and the use of National Teacher Corps Sponsoring Agency: Dffice of Education (DHEW)"Washington, ValidationandDissemination Initiatives. The conference D.C. Teacher Corps. sponsors also sought to establish an awareness of ideas for EDRS Price - MFOI/PC07 Plus Postage. validationprocessesconsistent with the Joint Dissemination LanguageEnglish and Review Panel and the Natiorial Teacher Corps Validationand Document V ype: PROJECT DESCRIPTION (141) Dissemination Initiatives, and to ,review establishedprocesses Geographic Source: U.S.: Illinois for validation in the Southeastern Teacher Corps Network with Journal Announcement: RIEFEB82 the eventual goel'of developing new procedures. (LH) A report is given of a fifteen-day summer workshopsponsored by the Teacher Corps. Thecockatoowas held n Chicago. Illinois and involved faculty from the Hyde Park Career Academy, Dumas Elementary School, E0174132- 1E011534 representativesfrom the Community council, and interns from the leacher Corps Member A Deans' Response 'toa Review of ProcedUres 4 Policies Training Institute. The focus of the workshopwas on improving Governing Appointment. Promotion 8 Tenure in New England the school climate. Institutions of Higher Education. Both large and small group sessions were held, involving a total' of Philippi, Harlan A. 37 participants. Large group seminars weredevoted to group dynamics, multicultural flew England. Teacher Corps Network.Portsmouth. N.H. education. and general principles of special education. May 1979. 22p. In thee - small group sessions, discussions were held on record keeping Available from: New England Teacher Corps Network. P.D. Box for.teachere. ibellefs and values. extra-curricular activities. imp. Portsmouth. NH 03801 communications, and reading. EDRS Price - MFOi /PCDi Plus Postage. An overview is presented of the activities of, the workshop and the evaluations offered by die language: English -participants. 4. The appendixcontains sampleCorksheets and Document TVp0: POSITION PAPER (1201 'materiels used in the workshop. (JD) Geographic Source: U.S.: New Hampshire Journal Announcement: RIEDEC79 Statementsanddocumentsconcerning tie criteria and standards used for facipy promotion. reten ton. and tenure in member institutions ero Collected by the Deani', Council of the New England Teacher Corps Network. The.resbonso presented in this publication is made in the form of a memo to the faculty senate, from the dean of a college of education. It is concluded that as more'uniformity in policies, more precision In statements or criteria and standards, and more regulation of practicele.are sought, there will be a- gain in an important efficiency index and in institutional definitionsof fairness.
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Journal Announcement: RIEOCT74 ED14363395SP011401 The paperdescribes four alternative teacher training A Descriptive Profile of IndfvfdUals Applying for approachesoffering Na'vajo Indian college students the Certification Through Individual Review Procedures. opportunity tobecome certifiedclassroom teachers within Tolbert. Ira: Clark] Elizabeth H. proximity of their homes and jobs on the reservation. Programs State Univ. of New 'York. Albany.,).Teacher Education discussed include Navajo Tribal Teacher- Education Developmental Service. Program. Career Opportunities Program, Teacher Corps., and 30Aug 1976 For related documents. a 3P9P.: see SP 011 representative regular collegeprogramofferedbyNorthern 401-409 and SP 011 542 (Complete appendix):Not available in Arizona University, Flagstaff. hard copy due to marginal legibility of original document The purpose of the paper is to give prospective Navajo teachers insight into the waysand Sponsoring Agency: Office of Education (OHEW). Washington. means of obtaining the D.C. Teacher Corps. education prerequisite to becoming fully certifiedelementary school teachers, COctract No.: 300-76-0034 hopefully encouragingan increasednumber of Navajos to enter the ED 14 Price - MF01 Plus Postage. PC Not Available from EDRS. teaching profession and to remain on the reservation.Two of LanguMge: ENGLISH the approachesdiscussed areassociatedwith Dbcu ent Type: RESEARCH REPORT (143) nationwide. federally funded programs. An attempt is also made todescribe dou nal Announcement: RIEJAN78 the history and philosophy of the Career Opportunities Program T s dovment is the first in a series of ten relatedworks and Teacher Corps. (Autho /KM) Inestigating°. the experience of New York State in the lementa.tion of performance based teachereducation (PRTE) a d consists of preliminary data ghthering efforts to describe t e persons applying for individual assessment for certification and a survey to determine their receptivity to individual assessment emphasizing demonstration of competence. The survey is restricted to individual desiring certification on the basis.of (1/ accumulation of suTficient credits, though they havebeenearned fromoneor more institutions with 'approved programs.' (2) reciprocity of licensingprovisions withother states. and (3) completion of teacher education sequences and experience in states that have no licensing reciprocity with New York State. Two major questions addeOssed in the survey are (1) how much time and (2) how much,MOneyare applicants willing to expend in completingassessment sr activities. The first chapter of the report presents histocical notes to the survey. Chapter two focuses on the development of forms for recording data and a set of recording procedures. Chapter three presehti-a-summary end analysis of data obtained, presented in three subsections,covering the major questions, several hand tallies to manip-Ulate_the data. and the survey. Chapter four presents suggestrons,tor utilizing the survey results. The appendix to this document IS,. en abbreviativi form of the entire' appepdiw, printed in a separatevolumer and contains instrumentation, recording instructions, .various codings, identification of errors in sampling, analysis of errors, and identification of cards corrected. (Ma)
ED092296RC007946 1 A Descriptive Study of TeacherEducation Programs for Navajo Indian College Students. Jackson, Virginialee D. /' . 1 1974 30p. EDRS Price - MFOUPCO2 Plus Postage. Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) DIALOG File,: ERIC 7 66-e2/Mar (Item 15 of 637)User 9002 15apr82 1617
teams we-e led by a Hopi ED09815995 SP00851e who coordinated educational and administrative tasks andhelped the interns and thecommunity A Descriptive. Study of the Teacher CenterMovement Yn communicatewitheach American Education. other. The 'author sees such model programs asuseful in Verger. Sam J.: And Others supp4ementing institutional teacher training for biculturalsituations. (CD) Siracuse Univ., N.Y. School ofEducation. Jun 1974 173p. SponsoringAgency: National' Center for Improvement 'of Educational SyeAems (DHEW/OE). Washington, D. C.( Office of E0183547 SP015757 Education (OMEN). Washington. D.C. Teacher Corps. AFrameworkfor PlanningStatewide Staff Development to Contract No.: DEC-0-71-3353(715), Enhance Student Learning. EDRS Price - MF01/PC07 Plus Postage. West Virginia State'Dept. of Education. Language: ENGLISH Charleston. Aug 1979 93p.: For related documents.see SP 015 723. SP Doctimht Type: RESEARCH REPORT (143) 015 756. Journ'al Announcement: RIEMAR75 Sponsoring Agency: Office of Education(bHEW):Washington. This six-chapter study provides a summary of Activeprograms D.C. Teacher Corps. that aim. towardsprofessional development of educational Contract No.: 300-78-0066 personnel`, and it generatesattributes of, programs,of EDRS Price - MFOUPC04 Plus Postage. professional --development that would distinguish .teacher -Language: English centers fromother types of programs. Chapter one provides Document Type:- PROJECT DESCRIPTION (141): NON-CLASSROOM information regarding the historical backgroundof, teacher MATERIAL (055) centers, in-service programs in other countries, and origins Geographic Source: U.S.: West Virginia of the teacher center, concept. Chaptertwo presents the Journal Announcement: RIEJUL80 following information: a) the conceptual base on which the Government: State three populations were developed and the sampling procedures This used in each case, document presents a frimework for planninga statewide b) the processes used fer the deVelopment program for staff development of education personnel. of the instrument, c) data collection procedures, and d) It is plans primarily intended for use by state department of education 1Tl6r the analysis of the data. Chapters three through six personnel. There are three The discuss demography, nature of programs, sections. first gives a administration and perspective on statewide staff development, problems involved governance, and finance. Chaptersevenhighlights the in planning, important _findings and the issues to be considered, such ns the to provide helpful information for future differing roles and responsibilities of staff, program developeent. The authors conclude that children should the focus of the development program, and funding. In the second section continue to)be the primary focus of teacher centers and that guidelines are presented for forming planning teams. The lust thecenters should berevalusted by measuring their impacton section dives detailed information on developing a statewide the lives of children. A 19-item bibliography Is included,and ' plan, identifies the complete data returns are appended. (PO) successive phasesof planning, and presents the seven generic components ofa statewide plan for staff development. A bibliography is appended along with the InfOrmation collectionworksheet, andquestionsused in developing this framework. (JO) ED115619SP009888 A Design for CommunityInvolvement in CRTE for Cultural PluraiimmL Sekaquaptewa, Eugene Nov 1973 8p.; Paperpresentedat the Conference on Competency Based Teacher Education: The Potential /or Multi - Culture) Education?Teacher Corps Associates (Madison. Wisconsin. November 1-2, 1973) EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEAPR76 This paper 01.scribes the use of student teacher interns who lived and taught on a Hopi Indian reservation. People in the Hopi community housed these teachers and cooperated with them in the classroom and in formulating educational material that would be relevant to their local culture.One Teacher Corps team developed a :thole Hopi unit in sncial studies. Teaching
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addressed at the local level in order to plan a consistent, ED098176 95 SP008533 , comprehensive program. Section twoeexplores nine elements A0f, 0Catalog 40 of Teaching Skills. that define the actbal pinservice plan itself. Section three Turn{ . Richard L., Ed. - provides a set of "scenarios" Intended to provide Concrete Mutt -State Consortium on Performance-Based Teacher examples of effective programs that could be developedunder Education, Albany. N.Y.; University of South Florida. Tampa. the rubric of the planning process. Leadership Training Inst..for Protocol Materials. Section four presents a review of 'some specific critical areas that Dec 1973 361p. need to 'be assessed in anevaluation of a local inservice plan. Sponsoring Agency: National Centerfor Improvement of Appendices present related materials in the set of inservice Educational Systems (OHEW /OE), Washingtoh. O. C.; Office of planning guides and, possible fundingcrVteria for the Education (DHEW). Washington. D.C. Teacher Corps. inservice componenks of ,Teacher Corps projects which wopid Grant No.: OEG-0-71-1079(725) be i consistent with the "Planning ProcesS for Inservice Education" EO8S Pr(ce."- MF01/PC15'Plus Postage. series. (MJB)- LahOusge: ENGLISH - OocuMent Type: DICTIONARY (134) Journal Announcement: RIEMAR/5 This 19-chapter catalog of teaching skills, which js based ED2034 9EA013669 on the concept that specific teaching skills vary with the age A ide for Utilizing Consultant Teams in CBE: of the student. social behaviors, and skills or subject matter B nney. Nancy; Crosby, Jeanie to be taught. Contains sections of special, skills. development Georgia Univ., Athens. of training materials, Southeastern Teacher Corps and generic skills. Chapter 1 states Recruitment and Community Technical Resource Center. hat each specialized chapter is structured according 'to the Aug 1980 88p. following: (a) the content field or level of student to which Sponsoring Agency: Office of Education (ED), Washington, the chapter 'is devoted, (b) the teaching approaches in this D.C. Teacher Corps. field or at this level, (c) the functions of taachei-s within Contract No.: 300-79-0311°' specificapproaches. (d) teach:ngskills whin teaching EDRS Price - MF(11/PC04 Plus Postage. fu9ctions. ;sod (e) the separation of the indicators for each Language: English skill according to context. Chapter 2 discusses systematic Document Type: NON - CLASSROOM MATERIAL (055) development andteaching skills and deals with 'selecting Geogrephtp Source: U.S.: Georgia competencies in this docume"nt that justify an instructional Journal Announcement: RIENOV81 development effort. Chapters 3-9 deal with special skills in For staffers, consultants, community coordinatorsop and early childhood programs, socialization and classroom community council chairpersons in Tettchcr Management. elementary Corps projects, this languagearts, social studies. guide fells how to use the Corps' consultant teams foe onsite mathematics. secondary English. and science. Chapter 10 deals assistance in project goal- setting, planning; implementation, with teacher skill training and discusseSelaboration. of and skillsdevelopment- The text describes how training skillsby to determine phases and functions. Tables of skills the need for consultants; clerify the kind of help needed; related to goals and objectives, learning environment, choose the expertise and characteristics desired in the face-to-faCe , instruction, anddiagnosis and evaluation consultant team; design and implement the consultant team conclude this, chapter. (PD) / -"--visit; evaluate the visit's impact: and. with the ,help of the team's' collaborative report, decideon futureneeds and activities. A large selection of sample formsand documents further aids the user in orggnizing and 'analyzing the ED152688 95 SP012178 consulting activities. InCluded in this section are forms for . A Generin Model for Inservice Education. A Monograph needs assessments. consultant' planning, Western Washington State Coll., Bellingham. team visit 4 documentation, ntid consultant evaluation, as well assample Jan 1977 71p.; For related documents, see SP012 177-179 agendas and reports and a' list of resource, beOple in the Sponsoring Agency: Office of Education (DHEW). Washingt , Southeast. (Rif) D.C. Teacher Corps. %. EORS Price - MFOI/PC03 Plus Postage. Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIEAUG78 4 This document, one of a serieson planningan inservice teacher education program, provides teconceptubl base for understanding and developing such 'programs. Thedocument is divided into four sections. Section one suggests that there are six assumptions, constraints, and mandates that must be DIALOG Filet: ERIC - 66-82/Mar (Item 21 of 637) User 9002 15apr82 1619
1111. decision making activities conductedbythe appropriate staff, E0110432 5P009421. to A Listing identify needs, problems, objectives, and program of Exhiblot Items for the-Materials Fair. August direction, and to analyze the decision making essential 12-15, 1875. . to the conduct, of other processes; (2) programming, to develop the Atlanta Teacher Corps Consortium. G. 0 specific program plans as identified in category 1; Aug 1975 21p. (3) 1 budgeting, to develop the resource costs pf each program plan EDRS Price - MF01/PC01 Plus Postage: and maintain fiscal informatior essential to Language: ENGLISH the conduct of each program; (4) forming a cotatunity council, Document Type: BIBLIOGRAPHY (131) elected to .insure the operation of parity decision making; Journal Announcement: RIEDEC75 documenting and evaluating progress.1 by systematic collection This list of laterialsfromTeacher CorpsMaterials Fair of evidence to authenticate facts, is basically intended to substantiate claims and, for use by teacher educators, and opinions, and to support inferences drawn from the evidence; inctmcies items dealing with many important aspects of teacher ' and (6) developing a chain of commandor ladder educatibn. The first section -is an annotated list of books. of communications, to illustrate level, roles, and linkages of booklets, pamphlets, and papers published since 1968, some of the Dine Teacher Cops Program '78. (NEC) .which cover the following topics: (a) insorvice education. (b) internships. (c) open classrooms. (d). fptures of education. (e) comptitency based teacher education.- (f)staff training and development.'. imp (g) racism..desegregation, and minority E0172995RC01i453 groups. The second sectioncontains protocol and training A Management andInformation System for the Dine Teacher materials which basically concern improvingteaching skills. Corps F gram "78". , Each item is described, addresses are provided, and some Wilsor Roger; Sales, Dennis prices are listed. Section three is a list of films and filmstrips Northern Arizona Univ.. Flagstaff. which cover a wide variety of topics in education. Dec 1978 45p.; Document prepared by the Dine Teacher Corps Each entry includes a description, the length of the film,and Project the address of the distributor. The last section contains an Sponsoring Agency: Office of Education (DHEW). Washington. annotated list of kits, programs. and training sy'tems which D.C. cover (1) bharacter education. (b) human relations training. Grant No.: G007803217 (c) staff development, and (d) reading. (RC) EDRS Price - MF01/PCO2 Plus Postage. Language: English Document Type: NON-CLASSROOMMATERIAL (055); PROJECT DESCRIPTION (141) E0172996 RC011454 Geographic Source: U.S.: Arizona A Managementand Documentation System for the Dine Teacher Journal Announcement: RIENOV79 Corps Program '18. The overall objective of the Dine Teacher Corps Wilson. Roger; Sales. Dennis Project is to demonstrate the effectiveness of en interdisciplinary Northern Arizona Univ.. Flagstaff. approach to Dec 1978 the development and implementation of a 109p.; Document prepared by the DineTeacher bilingual/multicultural training Corps Project and inservice training program for educators who will be cognizant of andresponsive Sponsoring Agency: -Office of Education (OHEW), Washington. to the unique educational needs of the Indian child. -D.C. The five year project. *begun in 1978, is des.igned as mcooperative . Grant NO.: 0007803217 lo programbetweenNorthern ArizonaUniversity, EDRS Price,- MF01/PC05 Plus Postage. Dine Teacher ,Corps. and two Bureauf.ilndian AffairsNavajo 'bearding , Language: English ,schools (Kaibetoand Doctepont PP). In order to perform the three Type: NON-CLASSROOMMATERIAL (055): PROJECT phases of activitiesrequired by DESCRPVITION (141) the project (planning, trainjbg programs, demonstrationand Geographic Source: U.S.: Arizona disser4ination). a Management Information System (MIS) has Journal Announcement: RIENOV79 been developedand implemented to' provideadequate, accurate, and The basic premise behind the Dine Teacher Corps Project is timely information for decision making, reportingaccomplishment, and that teacher pre-service and consequent inservice education using resources effectively. andtraining The MIS is fri integrated is held to be a crucial factor in upgrading the inforaation system comprisedof seven stAts;=telts: quality of education received by finance. Agerican Indian students. school communities. management, facilities and particularly in a equipment, reservationsetting. Although the Dine rarsonnel, students, and instructional programs. 'Teacher Corps Project includes Diagrams, threephases, only Phase flow charts, models, and tables illustrate details of the MIS I--Planning has its management sisters developed thusTe. The program design. (NEC/BR) management system is organized into six cal.Jgortm,01) planning, toprovide management control of the analytic and DIALOG File': JERIC- 66-82/Mar (Item 27 of 637) User 9002 T5apr82 1621
focus of this program is on'` the school £0203488 EA013678 and the classroom . learning environment in which the graduate A Resource Guide for student's the Organizationand election of performance takes place.'The. training takes Community,Counelle. place in the teacher's school with the university instructor jointly Masla, John A.:4nd Others planning. Implementing, and evaluating; succIss being Wayne State UniV.; Detroit, Mich. measured Teacher Corps Recruitment by the impact the program is ,having on and Community Technical Resource Center, students in the classroom. This report. contains a model of the progOam, Jun 1978 92p.: For a related document, see EA 013 677. a discussion of the program's history andobjectives, andan Sponsoring Agency: Office of Education (ED), Washington, overall evaluation of the program. (JO) D.C. Teacher Corps. Contract No.: 300-76-0062 EORS Price - MF01/PC04 Plus Postage. *gunge: irtglish E0186367 SP015704 Doetreent Type: NON-CLASSROOM MATERIAL (055)r A School's Handbook for Planning a Professional Development Geodraphic,S4rce: U.S.; Michigan System. Journal Announcement: RIENOV81 Massey Sara; Crosby, Jeanie Since ,y418. federal legislationandregulatiors have New England Program in Teacher Education, Durham, N.H. reguired%that Teacher Corps projects involve the participation 1977 40p. Cr' of. elected- councils of at least seven members representative EORS Price -.14F01/PCO2 Plus Postage. of the parents and other residents of the communities within Langvage: English the boundaries of the project schools. Thesecouncils Docuient Type: NON-CLASSROOM MATERIAL (055) participate in such project futICtions as needs assessment, Geographic Source: U.S.; New Hampshire improvement of \communications among parties affected by the Journal Announcement: PIESEP80 projec.!.. identification of resources in the community, A step-by-step program for developing a staff contribution to curriculum development, improvement and encouragement of programwithin e schom: is offered. Discussions concerning community participation in the program. Councilsmaybe participant ident1ficayon. talk setting, decision making, formally or informallyorganized, but must document their policy formation, goal .decisions, andevaluation are activities in either case. ,Those responsible for organizing Presented, and record-keeping instruments for similar the election of community councils may consider use of polling inservice programs are sugoested. (JO) places, mailed ballots, or community conventions as election procedures. Scenarios of possibleelections under these f procedurei era provided. Appendixes of?er samples of by-laws. election noticeb, and election calendars,' a suggested outline for minutes, and hints'for the council chairperson. (PGO)
E0180964 SP015179 A RespuislY Inservice Graduate Education Model.Occasional Paper Series No. 4. Schroeder, Gary; Hainsworth Jerome C. Murray'State Univi, Ky. 1977 55p. Sponsoring Agency: Office of Education (OHEW), Washington, D.C.,Tescher Corps. - Available from: Teacher Corps Project Director, Dept. of Instruction and Learning, Murray State University, Murray. KY 42071 ($0.50) EDRS Price - MF01/PC03 Plus Postage. Language:*English Document Type: PROJECT-DESCRIPTION (141) Geographic Source: U.S.; Kentucky Journal Announcement: RIEMAY80 A description is given pf an inservice program designed to provide both the means py which schools can 4change and also V44 the means bywhich individual teacherscan work toward advanced degrees and higher, levels of state certification. The DIALOG Filet: ERIC - 66-82/Mar (Item 30 of '637) User 9002 15apr82 1622
state department of eduction is considering a change ED202831SP018148 towards performance-basedteacher education. The materials required A Second Look atAlternative Projections of Reiiource for this seminar include both readings and filmstrips. After Requiremvnts. for TeacherCorps Information Sharing\ and . completing this module. Dissemination. each participant should be able to: ve (a), define competency-based teacher education; (b) list the' Eckenrod: James S. 1 essential characteristics of a For West Lab. for Eductitional Resear h and Development, competency-based/ teacher , San education program; (c) write behavioral objectives in the Francisco. Calif. 1 affective. cognitive. and'psychomotor domain: May 1981 117p.; 'Prepared (d) list the , thro ghtheTeacherCbrps elements of a module; and (e) design a modple, Dissemination Project. The module is divided intopreassessment sections for each objective with Sponsoring Agency: Department of Education,' Washington. D.C. filmstrip old reading assignments required if the Contract Wo.: 300-78-0564 answers to the preaasessment questions are not satisfactory. The ERRS Price - MF01/PCOS Plus floatage. appendiXes include the answers to the penssessment sheots Langultge: English and detailed, descriptionsof all material required for the DocuMent Typ'e: RESEARCH REPORT (143): PROJECT DESCRIPTION seminar. (JA) (140-.; STATISTICAL MATERIAL (10) Geographic Source: U.S.; California Journal%Announcement: RIEOCT81 Resources -necessary to maintain a valid information ED031095 24 EM007312. disseminstion system for the Teacher Corps are identified in A Study ofChange this report. in Selected Teacher Education Interns' Emphasis is placed upon practical cost-effective Behavior Using Videotape Recordings. Final Report. mechanisms that Ply, be employed in extending educational Roush. Robert E. improvements developed by the Corps. Previousstudies have Houston Univ., Tex. itridtceted that most TeacherCorpstrojects will need Jan 1969 81p. specialized technical assistance and external support if they Sponsoring Agency: Office of Education'(OHEW). Washington. are to carry out even minimally effective outreach programs. D.C. Bureau of Research. It is pointed out that. while most members of the Corps regard Bureau No.: BR-8-G-044 themselves aseducators and not "disseminators". It is Grant No.: 0EG-7-8..00004 -0066-010 critically important that school improvement programs be EORS Price - MEDI/Peed Plus Postage. extended t'eyond local project activities. It' is suggested that Language: ENGLISH the Teacher Coma emnloy direct measures to reword Journal Announcement: RIEDEC69 dissemination activity a.-.0 that the Corps provide training and Statistical analysjs of the videotape recorder as a feedback technical assistance to projects to build their capabilities device used to train teacher inlarne produced four for outreach. Seven specific .recommendationsaremeie for conclusions: improving that videotape feedback to tearer interns did the information dIsSemination procesees, and the not produce behavioral means changes significantly different from of implementingand funding. them are discussed. those teacher Interns who-did not receive feedback: Statistical data on that the Corps -projects ere included in the addition of inputs such as critique and type scripts did not appendices. (JD) produce behavioral changes 'significantly different from those teacner internswHb received video-audio feedback: thatOhe time interval between' treatment sessions did not produce significantlydifferent behavioral ED095145 95 changes between teacher SP008323 interns' Initial status and their final status; A Seminal' on and that the Competency -Based Teacher Education fc'r interaction of treatments and time interval did not produce University Personnel. Teacher Corps Associates: Resources for significant differences between the groups' CBTE, Number 2. means. Twenty-five Teacher Corps interns were placed in five groups and were Leaks, Horace Milton videotaped three times in 20-minute sessions. University of the Pacific. Stockton, Calif. each group was given different treatment: video feedback only: video -audio 1973 32p.,; For relateddocuments, see SP 008 322 and feedback: audiozfeedback only: 324-333 video-audio feedback including critique and type script: and no %feedback. All of the Sponsoring Agency: Office of Education (DHEW). Washington, videotape recordings were coded D.C. Teacher Corps. with the Flavders Verbal Interaction Analysis System by two independent coders. The MRS Price - ME01/PCO2 Plus Postage. statistical analysis was accomplished by using a 3x5 Type I Language. ENGLISH Lindquist Analysis of Variance Design. (MM) Document Type: CLASSROOM MATERIAL (05n) Journal Announcement: RIEDEC74 This 2-hour seminar is designed for institutions that havea traditional teacher educationprogrambut whose faculty or 9 9 .4 DIALOG Fflel: ERIC - 66-82/Mar (Item 33 of 637) User 9002 15apr82 1623
4., E0490547SP018490 most preservice teachers, and becauoa of .the natureof Teacher ;Corps committments, they are inclined to have more advanced A.Study of Teacher Burnout at the Junior High School Level^ concerns than other teacher trainees. RathboneCharles: Benedict. Chaunce A copy of the Checklist . end selected Items ,from the Teac 1 Xiety Scale used in the New Englihd TeaCher Corps Network. Portsmouth. N.H: study are ele 'ended to this repod Jul 1980 68p. Sponsoring Agency: 'Office of Education (DHEW), Washington, D.C. Teacher Corps. ' o - EORS'erice - MFOI /PCO3 Plus Postage. E0102098 95 5P008876 Languaga: English AStudy of Document Type: RESFARCH REPORT (143) Teacher Training at Sixth-Cycle TeacherCorps Projects. Volume 2, Supplementary Statistical Tables. GeogrilphIC Source: U.S.; Vermont Marsh, David D.; And Others Jeurnal Annopncement: RIEDEC80 Pacific .Training and Technical AssistanceCorp.. Berkeley, Thts Vlualitatiye research report focuses on the phe. menon Calif. ' of teacher burnout at the junior high school level. Three Jul 1974 197p.: For related documents. see? ED 098 235, mcheri were interviewed as to the role teacher tau-nowt 240, and 241 played in their professional and personal' lives. A jur:* of . Sponsoring Agency: Office of EducationtADHEW). Washington, Peers reV:iewed the transcriptions of these interviews me:: D.C. Office of. Planning, Budgeting, and Evaluation. categorized interview data into five categories:- How vs FDRS Price -MR:P1 /PC(18 Plus Postage. burnout defined? what were the types of burnout reported? What Language: ENGLISH efforts were expended to alleviate its effeetr? and. Whatwere the symptoms? Document Type: STATISTICAL MATERIAL (110) The resultsare reported for those factors Journal Announcement: PLEJUN75 agreed to by all three members 'of the jury. The report This document is Volume 3 of the report on the first phase concludes with observations'concerning burnout at the junior 'of a two-phase longitudinal study of th9Teacher Corps program high school level, suggested future research possibilities, being conducted by Pacific Training and Technical Assisfince and action steps public shoo! personnel (administratorA. Corporation% It contains supplementarymaterial, usually teachers, students) might undertake to combat its debilitating statistical tables or effects. (Authors) technical material, whichsupports Volume t, the main volume of the report (see ED 098 240). The purpose of Phase 1oft this study was to identify and analyze those combinations of interh background characteristics and Teacher Corps program ED200592SP017963 characteristics that are related to desired teaching skills and attitudes of interns at A StudyOf Teacher the end of Concerns, Within The Teacher Corps their training. Phase.1 was also used to formulate hypotheses Program, for phase 2 which will assess Cooperstein, Rhonda Ann the effectiveness of Teacher Corpsgraduates in workingwith SRI Internationel, Menlo Park, Calif. tow-income minortiy group children. Section 1 of this volume Apr 1981 30p.: 3 is an introduction. Paper presented at the Annual Meeting of Section 2 presents a the list of the derived intern background AmericanEducational Research Association (Los Angeles, factors as well as tables which. CA, April, 1981)v for each internbackground factory show what original intern background variables EDRS Price loaded mr01 /Pc02 Plus Postage. on this factor. Sections 3 and 4 contain-parallel informatiop Language: English for Teacher Corps program and intern Document Type: CONFERENCE PAPE" (150): RESEARCH REPORT (143) exit factors respectively. In Section S. the factor scores for each of the Geographic Source: U.S.; California 20projects on each of the 65 program factors are presented, Journal Announcement: RIEAUG81 , as are the exit factor scores for each project In examining the relationship on each exit between teachingexperience factor. Section 6 contains tables related to the relationship andconcerns of teachers, it has been generally assumed that of intern background and Teachers Corpsprogram to intern exit the experienced teacher will be lesp concerned about self and factors. (PB) moreconcerned about studentachievement than the tesching intern. The TeacherConcernsChecklist and the Teaching Anxiety Scalesubmitted to Teacher Corpspersonnel were designed to explore the developmental progressionof teacher concerns and thq effect of anxiety on this prognession. Itwas discovered that both experienced teachers and teacher Interns considered student achievement their primary concern. However, the self concerns of intorns were not as high as expected. In., analyzing this result, it Is pointed out that TeaCher Corps c'
interns are required to have. ahigher academicdegree than , ' DIALOG File': ERIC-- 66-82/Mar (Item 36 of 637) User 9002 15apr82 1624
characteristics of interns were gathered using: (p) ED098241 95 SP008604 classroom observation. (b) log of professional activities completed by A Study of. Teacher Training at Sixth-Cycle TeacherCorps interns over aweek's time, (c) interviews. - and (d) - Projects. Volume 2, Instruments: Ports 1 and 2. questionnaires completed by Marsh, Davi6D.; And Others interns rind their team leaders. Descriptive an:' analytic resultsare reported. Analytic Contemporary Research. Inc.. Los Angeles. Calif. findings are: Oct 1973 (a) the relationship of intern exit skills was 404p.; For related documents.see SP 008 598 and not very strong; (b) 203 Teacher CorpsProgramcharacteristics rather than intern background Sponsoring Agency: Office 6f Education (DHtli).. Washington. characteristics were most closely associated with'intern exit skills; (c) the extent D.C. Office of Planning. Budgeting. and Evaluation. that teacher- competencies EDRS Price - MFOI/PC17 Plus Postage. were specified andused by the project was not closely related to any internexit skill; and Language: ENGLISH (d) the sets of program characteristics that Document Type: TEST. QUESTIONNAIRE (160) were most closely associatedwith intern exit skills were those pertaining to Journal Announcement: RIEMAR75 collaborative decision-making. Data Colldcflon instruments used in the first phase of personalization of the program a two for interns, and the community component.(Author /HMO) chase longitudinal impact study of the Sixth CycleTeacher Corpsprogram are contained in this volume. The object of Phase i wrfa to determine the relationship of intern background. and TeacherCorps Program characteristics to intern exit ED096310 SP008441 characteristics. After a brief introduction. short A Study of Teacher Training at Twenty TeacherCorps descriptions r' the intern background, program variables.exit Projects. variables, and institutional change instrumentsare presented. Marsh, David D. The remaining two sections of the volumeare devoted to ,Pacific Training and Terhnfcal Assistance Corp.. Berkeley. chronological presentation of the instruments themselves- -the Calif. first part devoted to instruments used during the fall of 1972 Jun 1974 23p.: Paper presented at the Teacher Corps and the second part to instruments used during the spring of 4973. Conference (Washington. D.C.. June 1974) InstrUments ,usedduring 1972 obtained data on intern EDRS Price"- MF01/PC01 Plus Postage. characteristics andprogramdimensions. Information about Language: ENGLISH program variables. intern exit characteristics. and the impact of Document Type: CONFERENCE PAPER (150) the Teacher Corps Program on itsoupporting Institution of Journal Announcement: RIEJAN75 Higher Education was collected duringthe spring of 1973. (HMD) The findings of the first year of a 2-year study of Teacher Corps graduates are reported in this document. The goalof the first year of the study was to identify and analyze those combinations of intern background characteristics and Teacher Corps program characteristics that E009824095 SP008603 are related to desired teaching skills and attitudes of interns et the end of their A Study of TeacherTraining at Sixth-Cycle Teacher Corps training. Data were collected at 20 sixth-cycle projectsthat Projects. Volume 1. Methodology and Findings. Final Report. prepared elementary school teachers. Marsh, David D.; And Dthers Data about the training programat each site were obtained from university professors Pacific Training and Te7hnical Assistance Corp.. Berkeley. and deans, ',Calif. project staff. local education agency suoerintendenta, school principals and teachers, community Ju', 1974 186p.; For related documenA. see SP 008 598 and persons end interns 6D4 through questionnairesand interviews. Data about intern characteristics after training Sponsoring Agency; Office of Education (DHEW). were gnthered Washington. through classroom observations. questionnaires. intern D.C. Office of Planning. Budgeting, and Evaluation. activity logs. and interviews with interns. Contract No.: OEC-0-73-5174 VI was found that Important trends related to positive exit factors were, EDRS Price - MF01/PC08 Plus'Postage. without exception. Language: ENGLISH program factors; that is, none of the backgroundexperiences or Document. Type: RFSEARC REPORT (143) characteristics (excluding ethnic background) had an impact on the intern's exit Journal Announcement. PIEMAR75 characteristics. This report Only three exit characteristics could be deac es the first phase of a longitudinal predicted from program factors with study of the Sixth Cyc e Teacher Corps program. anacceptable level of focusingon accuracy. In another the relationship 'bet en aspect of the study it was found that intern background characteristics. undergraduate programs compare favorably with graduate TeacherCorps Programcharacterfatics. and intern Teacher exit Corps prog-ams and that they are, in fact. doing better than characteristics. Data about all Sixth Cycle projects that graduate programs. (HMO) prepared elementary school teachers were collected at each site by interview andquestionnaire. Data about the exit DIALOG Filet: ERIC - 66-82/Mar (Item 39 of 637) User 9002 15apr82 1625
recommendations for other ,ED098235 95 programs. Section I is SP008598 introductory essarentitled, "Maine Teacher Corps, Allab%/ A Study of the Effectiveness of Sixth-Cycle Teacher Corps Alternative." GredOates, Phase 2, final Report. Section II discusses the selectionprocess of interns and team leadersthe processes and Marsh. David 0.: Lyons. Margaret F. criteria used--and their implications. Section III, "Program Structure." Pacific Training and Technical Assistance Corp.. Berkeley. Calif. discusses grades and credits, and other informationused in Oct 1974 their place. Section'IV describes the instructionalprogram of 168p.: For related documents. tee SP 008 603-604 interns in terms of content, Sponsoring Agency: Office of Education (DHEW), supervision, and evaluation. Washington. Section V. "In-Service Program." focuses on the dimensions of D.C. Office of Planning. Budgeting, and Evaluation. the Teacher Contract No.: DEC-0-73-5174 Corps" interactionswith in-service teachers. EDRS Price - MF01/PC07 Plus Postage. Section VI discusses the host university'srelationship to the Teacher Corps in light of the University of Language: ENGLISH Maine's statement that Teacher Coups is a way to provide new input into the Docemeht Type: RESEARCH REPORT (143) staff. Journtl Announcement: RIEMAR75 Implement en experimental model, explore alternatives within the school, This report examines the isecond phase andprovide financial assistance. The of A longitudinal appendices offer a sample Teacher Corps transcript impact study of the Sixth Cycle Teacher Corps. Phase including a 1 focus4c1 list of minimal competencies on the attained by graduates of the relationship of intern background and Teacher Corp.= Teacher Corps program. (MM) Program characteristics to intern exitcharacteristics. Its' goals were to: (a) contrast teacher performance and pupil gains of graduates with those of controlgroup teachers: (b) analyze the relationship of teacher ba6kground, teacher ED203542 EC132806 education program, teacher performance, and pupil performance ATrainer's Manual for the graduates; and (c) of Behavioral Interventionsfor the assess the effects of professional Handicapped. support which graduates and controls receive. The 84 subjects Gaddis, Ruth; And Others taught grades2-6 in self-contained classrooms. Data about Jefferson County Public Schools, teacher andpupil performance wereobtained Lakewood. Colo.: Rocky through a Mountaiti Teacher Corps Network,Landers, Wyo. classroom observation guide, teacher questionnaire, data, .1880 178p.: Print is small. For related documents,see EC standardized reading test, andstandardizedself-concept 132 801-809. scale. Graduates weresuperior to controls in developing ethically relevant curricula, Sponsoring Agency: Office of Education (DHEW), Washington, using community resources and D.C. Teacher Corps. initiating contact withparents, and 'developing positive EDRS Price - MF01/PC07 Plus Postage. attitudes about reading development and thecauses of poverty Language: English in society. Graduates facilitatedgreater self-concept Document Type: NON- CLASSROOM MATERIAL (055) development in pupils, but there was no significantdifference in reading gains Geographic Source: U.S.: Wyoming between the two groups. Theconsistent Journal Announcement: RIENOV81 pattern of relationship between pupil variables and Teacher The trainer's manual is designed to assistworkshop trainees Program characteristics suggests that teacher trainingmakes a (regular and special educators) differenceon pupil in improving their skills and behavior and on related teacher competencies through identification, methods, performance. (Author /HMI) and remediation principles to modify and adapt curricular offerings to meet the behavioral needs of handicapped children,with emphasis in servingthese children in the regular classroom. Following a section on objectivesandprinciples of the workshop are ED129724 SP010438 contents A summaries (which include diagnostic resources, Summery: Mains Teachar Corps. 1973-7S. University of bibliographic Maine, Portland-Gorham. references, and information on various approaches) for the Crosby, Jeanie; Messey, Sara following areas: behavtoral terms, classroom planning guidelines, favorable behavior New England Program in Teacher Education, Durham, N.H. maintenance, eliminatingbehaviors, principles on student success, 1976 37p.: Page 32 will reproduce poorly due to smalltype transactional EDRS Price - mFo1 /Pco2 Plus Postage. analysis. reality therapy/classroom meetingS, contracting. values clarification, communication,and informal Language: ENGLISH assessments. More than half the document contains lists of Document Type: PROJECT DESCRIPTION (141) current and effective references, Journal Announcement: RIEFER77 resources, materials, and audiovisual media. as well as samplehandoutsgeared to //)This document is a summary of two years of activityof the Maine elementary and secondary levels. Workshopevaluation forms are Teacher Corpspresented in outline form. Throughout, also provided. (SB) several questions are asked (What was done?What was learned? What was expected? What was found?) followed by ti DIALOG Filet: ERIC - 86-82/Mar (/teG: 42 of 637) User 9002 i5apr82 . 1626
Jan 1979 E0203540 EC132804 i0p.: Paper based on .a presentation atthe Annual International ell1ngual/BicUltural Education A Trainer's Manual of Guidelines for Establishing Conference (7th. Teacher -Made Materials Workshop. San Juan, Puerto Rico, April 24-28, 1976) EDRS Price - MF01/PC0i Plus Postage. Spearman. Carojyn; And Others. Language: English Jefferson County Public Schools. Lakewood. Colo.: Rocky Mountain Teacher Corps Network, Landers. Wyo. Document Type:, RESEARCH REPORT (143) Geographic Source: U.S.: Virginia .1980 42p.: Print is small. For related documents. see EC 132 801 -809. Journal Announcement: RIEJUN79 Presented in this document fs an overviewof a Teacher Corps Sponsoring Agency: Office of Education (DHEW), Washington, project D.C. Teacher Corps.. undertaken by the ArlAngtpn. Virginia Public Schools and Trinity College, WaShingtori D.C., to deVelop a training EDRS Price - MF01/PCO2 Plus Postage. complex Language: English in biliLgual/multicult ral education at FrancisScott Key Elementary School. Dothment Type: NOWCLASSROOM MATERIAL (055) The project is described asbeing an attempt to meet the needs 04---teacctlert-.--studentS. Geographic Source: U.S.: Wyoming , and a community with a large part of the populationseverely limited Journal Announcement: RIENOV81 in EnglIsh, The Aspects of the projectoutlined include, parent trminer's manual provides guidelines for conducting a involvement, workshop ko help regular educators with the trainingof bilingual interns, tnservice methods. techniques, instruction for Key teachers, language and teactier.isade materials ideas for classes in Spanish. the special child in the KoreanandVietnamese for students, regularclassroom. SectfOnsaddress preparation and specific activities for the whiCh paved the way for changesin the school. (E8) )workshop. content description, and research implications for construction and use of instructional materials. Alsoprovided aresample instructional activities (with anoutline of purpose/objectives, materials, preparation, +' and directions'): E009364595SP008213 sample masters and forms:and a list of teaching resources `(with title; brief description, fublisher, Adams State College School and CommunityEducation Program. and cost). (SB) Roybal. John, Jr.: And Others Adams State Coil. of Colorado, Alamosa. 15p.: Paperprepared for the Adams State College Teacher E0203545, EC132809 :orpfs Program (Alamosa, Colorado): Fdrrelated documents, see SP 008 208-212, 214, and 215 A Workshop on Public Law 14-142: facilitator'sManual. Sponsoring Agency: Office of.Education (DHEW).,Washington, Carroll. Larry: And Others" D.C. Rocky Mountain Teacher Corps Network, Landers. Wyo. Grant No.: 0EG-0-73-1034(715) .1980 30p.; Print is Small. For related documents, see EC Available from: Adams State College,Alamosa, Colorado 8ii0i 132 801-808. . (no price quoted) Sponsoring Agency: Office of Education (OHEW), EDRS Price - MFOi Plus Postage. PC Not Availablefrom EDRS. D.C. Teacher Corps. Language: ENGLISH EDRS Price - MF01/PCO2 Plus Postage. Language: English 'Document Type: CLASSROOM MIERIAL (050) Document Type: Journal Announcement: RIEN 74 NON-CLASSROOM MATERIAL (055): AUDIOVISUAL This sequence of learning modules in MATERIAL (100) community involvement is part of a series prepared for the Teacher Corpsprogram at Geographic Source: U.S.; Wyoming Adams State College. Journal Announcement: RIENOV8i The modules are designed to provide the The facilitator's intern with: (a) entry skills into thecommunity. (b) 'skills manual outlines a four hour training in researching a community to better session on the implications and implementatidn of P.L: 94 -142, understand the life style of its inhabitants, (c) skills in researching other agencies the Education for All Handicapped Children Act. Allottedtimes with which the intern can link his effort', arenotedfor various workshop activities which cover such and (t!) skills in . organizing communities for educatiohal and,political 'action. topics as due process. Appendixes, which make up*most,o? the Each manual include module contains'a statement of ratfdlele, objectives of trensparancies, a pretest. due Orocess the module, enabling activities, transparencies, and Teams-Gameef-Tournaments materials. (SB) and evaluation procedures. The four modules in the sequenceare entitled: (a) Community Entry Skills: (b) School System Entry Skills, (c) Community Survey Skills, an'(d) CommOnity Survey. (Author/HMO) E0166349U0019167 Achieving Multilingual Education in a Multicultural School: A Teacher Corps Model. MaxWell, Liz
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requires adapting the national literature to realisticallyfit E0129762 5P010477 - local needs, adapting the national interest and interpretation Adaptation, Documentation, Evaluation: Where Do These of a given curriculum to the Concepts Fit local programclientele, and in Educational Research. Development and involving in a community program that integrates the Di ssemination. school intointo the community as a positive social Gocidu. Roland agency. In the , secondmajor 'Phase the Teaceer Ceeps program as conceived New England Program in Teacher Education. Ourham.,N.H. by the college or university is adapt eb -to i'Oct 1978 10p. thiTeacher Corps program as conceived by the local education agency. Available from: New England Program in Teacher Education. This requires the two Institutions to share responsibilities: for Box 550. Pettee Brook Offices. Durham, New Hampshire 03824 (No example, price quoted) the local school can selected from intern candidates who have passed an in-depth selectionprocess and who have FORS Price - MF01 /PC01 Plus Postage. requested to work at that particular school site. In Ladguage: ENGLISH the third major phase the TeacherCorps program is bocOm4Int Type: BOOK (010) adapted to the institutions of higher education throughmeetingrequired Journal Announcement: RIEFEB77 standards and striving to ensure that everyone feels.involved The concepts of educational research. development, and in the decision-making process. dissemination In conclusion.--. the can be examined and defined so that a framework effectiveness of the change process depends on people. in WAlcrt the and relationship of each to adaptation. national programs should consist of broad documentation. and guidelines within evaluation can be visualized. Using the which people can adapt their progren,s. (PO) Teacher Corps Projects, a component of the federal research and development effort, as a concrete example, it can be seen that its demonslratfon functions are in actuality a form of dissemination pf educational innovation. In any Teacher Corps E0180994 SP015388 project, three cycles must occur: adaptation '(eifte-specific Adapting Educational Research: Staff DevelopmentApproaches. arrangement of the processor product): documentation Morrfs, Lee; And Others (recording of elien'ts during adaptation and iiplementation); Oklahoma Univ., Norman. and evaluation(measurement of documentedeffects.against 1979 244p.: Prepared by the Teacher CorpsResearch expected outcomes). These cycles occur constantly, not only Adaptation Center during dissemination, but also during researa and Sponsoring Agency: Office of Education (OHEW). Washington. development. In research, the adaptation cycle is synony us D.C. Teacher Corps. with hypothestf, generation: documentationmay becalled Grant No.: 300-78-0466 experimentation: and evaluation is called validation analysis. Availablefrom: Teacher Corps Research Adaptation Cluster, In development, thecycles arecalled invention. ifeld Univ. of Oklahoma, 555.Constitution, 5C-4, Norman, OK 73037 testing, and summatfve analysis, respectively. Since the key ($2.25) function of dissemination is to make research and development FORS Prfce - 11F0i/PC10 Plus Postage. information known fn .a useable form, projects such as the Language: Eng fsh Teacher Corps support the research and development efforts Document Type: PROJECT OESCRIPTION (141): EVALUATIVE REPORT When they describe how they adapt, demonstrate, analyze. and (142): RESEARCH REPORT (143) judge the innovation. By examining such projects. it canbe Geographic Source: U.S.: Oklahoma seen whatworks in classrooms to improve the que2ity and Journal AnnOuncement: RIEMAY80 relevance of education. (MB) In,thit book a collection of articles report theresultsof several projects designed to adapt research findings into classroom practice through inservice education. Iii the first of four sections an introductory article discusses E0090234 SP007980 the concept of research adaptation as a tool for staff improvement. The Adaptation: CU S. sed8hd section is devoted to articleson using Heffernan- Cabrera, Patricia: Tikunoc:. William J. fnservfce ' education to promote the utilization of Apr 1974 9p.; Paper presented at the Amlual.Meeting of the research .n the schools. Section threecontainsexamples of the use of American Educational Research Association (ClArego. Illinois. innovations in theelementary April 1974) classroom. Anarticleon delivery systems in sta evelopment programi cemprises the MRS Przico - MF0i/PC01 Plus Postage. fourth, section. A ft al coda presents a summary of the topic Language: ENGLISH and conclusfOns. (JO) Journal Announcement: RIEAUG74 There are three majorphases of thiscompetency-based. humanisticallyoriented adaptation plan for the Teacher Corps program. The first is the adaptation of the national Teacher Corpsprogram to the local Teacher Corps program. This
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E0161870 SP013290 Mexican American educational leaders reacted tothe papers in small group sessions at the conference. Basedon these Adapting Teaching Styles to Learning Styles. reactions, Spaulding, Robert L. the papers were then revised for this publication. which is divided into two sections. San Jose State Univ., Calif. The first contains two Mar introductory papers,concerning the general topic ofeducation 1978 29p.: Paper presented at Annual Meeting of the for the Mexican American. American Educational Research Association The second section includes a paper (Toronto, Canada. discussing specific problems of the Mexican American child March 27-31, 1978) # and the eight main position papers. Topics of the papers are: a Sponsoring-Agency: Office of Education (DHEW). Washington, chat lenge,.0 for D.C. Teacher Corps. educational institutions - -an educational philosophy for the . 'Grant No.: 6007701278 instruction of.' Mexican Americans;' anthropological implInation in the EDRS Price - MF01/PCO2 Plus Postage. educatidn of Mexican hmericans; toward a philosophy of education for the Levguage: English Chicano, and intellectual development: current educational DocwmOnt Type: CONFERENCE PAPER (150) research, the basis for a new philosophy for educatingMexican Geographic Source: U.S.; California Americans: politics and education: -Journal Announcement: RIEMAR79 a tri-partite development for the cultural arts in the Government: Statle- education of the Mexican American; the ethnocentric response,of public educationto the Case studies were conducted to assess the personal learning Chicano. styles for school administrators: the any behaviors of elementary school children to provide psychology of the.Mexican American: a historical teachers the opportunity of using prescribed perspective teaching on the MexicanAmerican. Each paper is preceded by a short techniques,to match students' styles. Six groups of behaviors preface and followed by a list of the panel musbers andtheir were Identified: (1) studentsdemonstrate little internal reactions. (NO) control end are likely to act out and create disturbances; (2). students are resistant td authority and imposed structure; (3) students are fearful and avoid situations involving risks: (4) students are easily distracted: (5) students are cincerned E0026173 r RC003081 - with adult approval and show respect for authority: and (6) Agencies and the Migrant: studentshave Theory and Reality of the Migrant internal controls, can be relied upon to stay Condition. First Papers on Migrancy and on-task, and respond well to self-managed study RUral Poverty: An plans. The Introduction tothe Education of Mexican; Americans in Rural behavior characteristics of each of the six groups are Areas. described. Treatment schedules for teachers touse in a Abeytia, Hector; And Others classroom setting of each type of student are described in University of Southern California. detail. Los Angeles. School of The results of their appication by teachers in eight Educationt. caSe'studies ere presented and discussed. (JD) 1968- 33p. Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Available from: USC E0147082 RC010216 Rural - Migrant Center. Room 1002, Phillips Hall of Educ.. Univ. of Southern Calif..Los Angeles. Adelantet An Emerging Design for Mexican American Education. Calif. 90007 (51.00) Mszon, Manuel Reyes. Ed. EDRS Price - MF01/PCO2 Plus Postage. Tixas Univ., Austin. Center forCommunication Research. Language: ENGLISH 1972 380p.; Revisedpaperswhich wereprepared for Journal Announcement: RIEJUN69. critical enalysis by Mexican American scholars at the Lectures included in this volume are: Operation conference, "Toward a Philosophy of Education for the Mexican SER (Service. Education Rehabilitation): Unions and Farm Labor: American" (Austin, Texas, November 1971) California Plan for the Education of Migrant Chldren; Housing Sponsoring Agency:.Office of Education (DHEW). Washington. -Camps for Migrants; D.C. Teacher Corps. -and California Legal Rural Assistance. These lectures have bean chosen from those presented Grant No.: OEG-0-71-0273(715) as part of the pre-servicephase of a 2-year Teacher Corps training EDRS Price - MF01/PC16 Plus Postage. program. One of the objectives of the pre-service phase is the Language: ENGLISH development of a better understanding of concepts of community Document Type: CONFERENCE PAPER (150) involvement and the kinds of programs already in existence. Journal Announcement: RIEAPR78 and the dissemination of information about social conditions, Priorto an intensive 3-day conference. position paperswere work conditions, and community services. Related documentsare prepared by aselect group of Mexican American scholars. RC 003 080 and RC 003 082. (SY' reprcsentihg the areas of history. anthropology,bilingualism. soci logy. political science, education research. psychology. and cultural arts. Undersuggested guidelines, selected DIALOG ilel,: ERIC - 66-82/Mar (Item 52 of 637) User 9002 15apr82 A 1629 a Houston, W. Robert; And Others E0193 11 SP018826 Jan 1975 63p.; Prepared by the Alternative Projection, of Resource Requirementsfor Teacher now-defunct Texas - Corps Information Sharing and Dissemination. Professional Development Center at the Universityof Houston Sponsoring Agency: Office of Education (DHEW). Washington. Eckenrod, James S.; And Others D.C. teacher Corps. Far West Lab. for Educational Research andDevelopment, ,San Francisco, Calif. Contract No.: DEG-0-73-1290 (489) EDRS Price - MFOI/PC03 Plus Postage. Oct 1980 264p.: Revised edition Language: English Sponsoring Agency: Department of Education,Washington. D.C. Contract No.: 300-78-0564 Document Type: PROJECT DESCRIPTION (141) Geographic SOurce:'U.S.: Texas EDRS Price - MFOI/PC11 Plus Postage. -. Language:English Journal Announcement: RIEMAY79 The advantages and disadvantages of anextendedplanning Occument Type: RESEARCH REPORT (143) period Geographic Source: U.S.; California for implementing a Teacher Corps programare examined. A planning period of several months Journal Announcement: RIEFE881 duration, four to six months for example, is deemed beneficial to the outcomeof a The Teacher Corps has been directed to puta greeter focus project, on demonstration. while a longer,. period may possiblycause a loss of documentationeadinstitutionallzation, and momentum and sense of goal. However, a plenninp period longer dissemination of the results of Teacher Corps projects. This report deals with than two months provides the potential for a moreeffective program policy alternatives for Improving- project only If management plans formulated during proposal the dissemination of project developed products, practices. writing and revised during preplanning periods are and processes to educational agenciesand institutions monitored regularly. It is pointed out that special training Resource requirements for maintaining efficient operation of an ifOrmation opportunities should be provided aspart of theplanning sharing systemover a five-year period are period for program managers, examined. Projections are made on the resources the andthat intern recruitment ould be should be initiated early. A set of guidelines developed necessary tosupport program outreach activities for Teacher Corps Advisory Groups is presented. Appended to this middle, and maximum levels. An attempt is made to identify effective means report are: (1) a chronicle of study events: (2) memoranda t for Teacher Corpsprojects to e end the study teem: impact of their scho)l improvement programs beyond (3) indicators of extended planing period: their local areas toconsider in assessing sites. Techniques for establishing en effective dissemination planning; (5) meters Is reviewed during the study: and (6) interview system are described and the feasibility of applying these protocols. id ) practices in Teacher Corps projects is discussed. Detailed cost projections for implementing Teacher Corps information dissemination projects of varying size andeffCCacy are 'provided. (JO)
E031042 95 SP010602 Alternatives: An Annotated Bibliography of Selected Topics Related to Alternative and In-Servfce EdUcation (1873-78). Office of Education (DHEW). Washington. D.C. TeacherCorps. 1976 63p. EDRS Pricer - MFOI/PC03 Plus Postage. Language: ENGLISH Document Type: BIBLIOGRAPHY (131) Journal Announcement: RIFMAR77 This bibliography cites recent pe.Aodical literature concerningalternatives in educationand inservice teacher education. It is divided into two sections--anannotated bibliography and a cited bibliography.Over 500 titles are indexed under 38 subheadings. (MM)
ED164504 95 SP013564 An Analysts of Extended Planning Periods for TeacherCorps Projects.
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which directly support citizen education or E0180431SP016094 which indirectly contribute to public participation An Analysis of StaffDevelopment and Its in citizeneducation. Effects on Programs includeFulbright-Hays, EthnicHeritage Studies. Classroom Practice. The South lay Project. International Studies Centers, McKibbin, Michael D.; Joyce, Bruce R. and Teaches Corps. Part II describes citizeneducationactivities of the Education 1980 W.: Paper presented at the Annual Meetingof the Division. Department of Health. Education, and Welfare, as American Educational Research Association (Boston. MA. 1980) well as some programs of the MRS Price - MFOI/PCO2 Plus Postage. Law EnforcementAssistance Agency, the National Endowtient for the Humanities; Language: English and the National Science Foundation. Por each program, Document Type: PROJECT DESCRIPTION (141): information is RFS'EARCH REPORT givenon type and extent of Federal involvement, objectives (143);. CONFERENCE PAPER (150) and background, eligible applicants, geographic pihticipation, Geographic Source: U.S.: California address and contact person, and relationship of theprogram to Journal Announcement: RIESEPBO citizen education. (DB) The effects of training on twenty-one teachers ina Teacher Corps 'school were examined according to the type .* training chosen, the preference exhibited by the teacher for certain types of delivery Z systems. and the level of transfer to EDOII,4060 RC007442 classroomfmrectice whichwereapplicable to thedifferent An EducationalModel for Planned Intervention in Language systems. This four-year study orinservice teacher education Development. inyolved the correlation of personality measures for each paniren. Rex: Engelhardt. Ken teacher with a frame of reference developed by Abraham Maslow Black Hills State Coll., Spearfish. S. Oak. to describe individual needspatterns. Specificpatterns dun 1971 15p. emerged in the preference and use of training methods. Nearly EDRS Price - MFOI/FIC01 Plus,Postage. all the teachers wereable to replicate the training Language: ENGLISH activities in their classrooms. but actual Use of the learned dournil Announcement: RIEMAR74 Strategies was a completely different matter. Those teachers A program of planned intervention at theself-actualizing end to. facilitate language of Maslow's scale were able to growth in kindergarten children at Cheyenne Eagle Butte was implement and incorporate much of the training into their conducted during the 1970-71 school ye r. The natural. styles. TV se. at the middle studysample level on the scale consisted of the 'students in 2 kindergarten cladses, generally usedonly those things one that helped th.m to considered low and one considered high, as judged 'fine-tune' their current practices. Those at the lower end of by family economic background. Headstart experience, and educational thescale showedno consistent pattern of choice but were advantage. The low group was the experimental group. consistently unable while a to transfer activities into practice. kindergartenclass (Author/LH) in another school and the high group were control groups. Two interns in the Teacher Corps Project,both Indians, administered tests to the ,students. The instruments used were the Peabody Picture Vocabulary Test and the Illinois Test of PsycholinguisticAbilities. The test results wore E0160533 95 50011224 analyzed and individual student profiles were formulated. An Analysis of the ittle of the U.S. The Office of Education and program of planned intervention was then implemented, building Other Selected Federal Agencies in Citizen Education. on the child's strengths while concomitantly remediatinghis Annloarker: Knight. Lucy deficits. The major conclusion was that the 1978 Sip. psycholinguistic methodwas significantly better, at teaching the specified set Sponsoring Agency: Office of Education (DHEW). Washington, of skills to the specified D.C. set of children and that the usefulness of this model Report No.: 0E-7e-07002 of teaching is a framework for EDRS Price - MFOI/PC03 Plus Postage. diagnosing and remedying' educational deficits of SiouxIndian children. A case study of a cht'd in the experimental group Language: English was also presented. (PS) Document Type: RESEARCH REPORT (i43) Geographic Source: U.S.; District of Columbia Journal Announcement: RIEFEB79 Thedocument describes a sampling of Federal resources Available for improving citizen education. It was prepared to give staff members of Federal agencies anoverview of educational programs dealing with citizeneducationand .to hel.: educators as they design and implement citizen education proweams. The document is presented in two parts. Part I reviews and analyzes U.S. Office of Education (USOE) programs I
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that adequate supervision is difficult to provide, that goals E0200382RC012828 are vague and poof.ly defined, and that activity sequences are An, Emetting Model in Rural America, Community Rased poorly planned. The Ohio University Teacher Corps Pioject in Education., Paper Number Four. Reading, constructed to avoid these shortcomings, consists of Young. Ken M. six experiential phases, which may be viewed as comparable to Office of Education (DHEW). Washington. D.C. Teacher Corps. the quarters of a school year, or as sequential components not Jul 1980 28p. bound by time constraints but by thestudent's competencies. Sponsoring Agency: Department of Health. Education, and PhaseOneconsists of observation, tutoring, and team Welfare. Washington. D.C. teaching. designed to acquaint the graduate student with the Contract No.: 3 p-79-012. experiences and processes necessary for effective instruction. EDRS Price - MFti /PCO2 Plus Postage. In Phases Two and Three. the student functions as an Language: English instructional team eember, first at the elementary level and DoCaiment Type: PROJECT DESCRIPTION (141) then at the secondary level. As the student proceeds through GedUrhphic Source: U.S.; WIst Virg:nia these phases, he becomes less of an observer and more of a Journal Announcement: RIEAUG81 contributing member of the team. Phases Four and Five are A community-based education program enables rural devoted to developing diagnostic-prescriptive skills, again as communities to Meet needs and -solve problems by utilizing the a team member in elementary andsecondary level situations. total community environment and its human resources. Phase Six provides the student with the opportunity to Components of this program are: (I) expanded use of school demonstrate the integration of all his previous skill facilities: (2) lifelong learning and enrichment programs; (3) attainment by assuming the role of instructional leader in lAteragency coordination, cooperation, and collaboration: (4) reading. The variety of experiences provided in this program citizen involvement and participation; (5) utilization of give the student the necessary expertise in reading necessary community; in K-12 programs; and (6) community organization and to effectively deal with students at all grade and achievement development. Many communities begin a community-laased levels. (MB) edgcation program by using school buildirigs as community-centeredschools for educational, social, and community events. The school. community groups, and individuals shareresponsibility for development of lifelong learning and enrichment programs. Coordinatedactivities of service and governmental agencies and social, youth, and civic groupscanproduce a total program so meet community needs. Citizens participate through a community council which takes an activerole in developing and implementing all aspects of the community-based education program. Through integration of solutions to home, school, and community needs, the program strengthens and reinforces learning experiences and provides a means of reinforcing valuen, beliefs,, and attitudes. Finally. community members canexert their collective power to bring about needed changes. A general companison of school-based and community-based educational philosophies is included. (CM)
EDI37'246 5P010883 An Experiential Model forGraduateTeacher Education In Reading. Mangleri, John N.; Readence, John E. 12p. EDRS Price - MFOI/PC01 Plus Postage. Language: ENGLISH Document Type', PROJECT DESCRIPTION (141) Journal Announceient: RIEAUG77 The authors nreiOnt a brief description of an experiential, seque'-nced4 graduate program in reading instructionwhich answers traditional criticisms of field-based graduate study. Such criticisms include the belief that graduate teacher education is not in thzdomain of field-based instruction.
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This guide to simplified p E0143662 95SP011536 i'formancemanagement approaches contains five sections. Th first section, entf=tled "Simple An Inservicm Model for an Urban/Suburban System, Arlington Techniques for Managing an Inovation." is written from Public Schools. Virginia, Parts and III." Teacher Corps the viewpoint of a principal asmanager. It describes how to Reports: Inservice Development Processes, manage an innovation, devel Arlington County-Public Schools. Va. an objective, allocate resources for the innovation, keep oranfzed records, eer77 284p.: and obsess the For related documents, see SP Oil 534, 535, program. There are many work 536; Best copy available heats end charts included in this Sponsoring Agency: section. The second section is a discussion ofthe origins and Office of Education (DREW), Washington. the current state D.C. Teacher Corps. of managementby objectives. The next Contract No.: 300-76-0305 section tells project directors how to implementa management andsupervision by results approach, EDRS Price - MF01/PCI2 Plus Postage. and how to evaluate the outcomes. This section also includes charts Language: ENGLISH and worksheets. Document Type: PROJECT DESCRIPTION (141) Innovation adoption is the subject of the next section. It is entirely composed of charts and forms to Journal Announcement: RIEJAN78 becompleted. The final section is an introductory workbook to management by Thisreport presents a model for singleschool staff objectives forDepartment of Education personnel. It is development projects or programs within a large urban-suburban divided intoan central system. introduction, an overview of management by Characteristics of such a system are objectives, a description of howto develop identifiedas: rapidchanges en objective, and In the nature of the student a descriptionof how to use objectives to manage activity. population; activecommunity interest: active teacher There are also several worksheets and charts inthis section, participation; the use of annual school plans andschool board (RC) goalsas planning .tools for implementingdevelopment; a built-in 'etaff development vehicle in each system-based program; andtheneed to distinguish betweengoals and shrinking financial resources for supporting inservice ED196245 ECI31395 activities. In addition -to examining traditional inservice An activities at a single school site, this report and the Investigation of the Relationship Between the Abilities models of Troubled Youth and theDegreeto Which TheseAbilities proposed emphasize a concept of continuing staffdevelopment: Could Be Termed Gifted and Talented. The report is divided into three components. The first Garamella, Mary; Lang, Helene presents an analysis of a central system'sorganization and New England Teacher Corps Network. Portsmwth, N.H. resources in terms of its impact on single school staff Jul 1980 36p. development programs and the impact of single school programs on the system level. EDRS Price - MF01/PCO2 Plus Postage. The second section discusses the role of Language: EngliSh the principal, the ,decision-makingprocess at different Document Type: RESEARCH REPORT (143) levels, teacher incentives, collliboration withagencies outside of the school, Geographip Source: U.S.; New Hampshire and inservice problems. In the third Journal Announcement: RIEMAY8i section. two hypothetical models are offered for'initiating Twelve disadvantaged behavior preservice and inservice projects at a single school problem youth were site. The :interviewed, observed, and evaluated in a case study Approach elementarymodel is based on an open-concept school todeterminewhether their abilities could be termed gifted organtestion characterized by active teacher involvement in a and talented. vertical and horizontal Among measures used were theRenzulli Rating committee structure for staff and Scale. school records, teacher evaluations, curriculum development purposes. parent interviews, The secondary model suggests peer evaluation, andobservations ways to teach the fOur of psychomotor and arts basic academic skills of reading. abilities. Among findings were that the Renzulli Scale Writing, computation, and study across discipline lines. is a (JD) good indicator of characteristics forgifted and talented youth, and that parent interviews provided insightinto early development, family status, and school experience:. Evaluation forms and data are included. Eight recommendations are made, ED111782 SP009474 including An that schools develop a more responsive attitudeand Introduction to Simplified Performance Management curriculum forgiftedstudents Approaches. Report No. 98. who may bedisadvantaged, curlturally different, orunderachievers. Individual cnse Goddu, Roland summaries are reported. (CL) Now England Program in Teacher Education. Durham. N.H. Jul 075 91p. EDRS Price - MFOI/PC04 Plus Postage. Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIEJAN76
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goals and activities, ED2016155P017976 as'contrastecrwithprograms in which they are preplanned; (2) school-basedtraining programs have An Operations Research Approach k to a Staff more influence than college-based programs: . (3) program Development /Inservice Plan. objectives should be specific: Nussbaum. Claire A.: And Others (4) programs that have Apr 1981 128p, different training experiences are more likely to accomplish their objectives than EDRS Price - MFOI/pC041 Plus Postage. programshavingcommon activities required of all participant language:-English teacher's personal goals/needsand thoseof Document Type: EVALUATIVE REPORT (142) he schoo "should be congruent if training is to improve school systemope ations significan ly: Geographic Source: U.S.: Texas and (6) training (related tejob assignments) .JOUrrial Announcement: RIESEP81 is likely to e effective if adectuate time is provided within thecurrent wor A six-phase inservice plan based ona cybernetic, modified schedule'for eadh activity. (MJ8) operations research model was used and evaluated in elementary andsecondaryschools. Thecyberneticplanning loop is ,characterized by adaptation and adoption basedoncontinuous assessment, dissemination, and feedback processes. In phase 0146165 95 5P011878 one, a needs-assessment identified planning and implementation An Overview of needs, par,ttcipant priorities, Goalsand Modell. Improving Learning and resource persons available Opportunities. IMPACT Series, No. 1. to deliver the system. On the basis of this information, it Lincoln Public Schools, Nebr.: ''NebraskaUniv., Lincoln. was decided to address four areaswith the plan: public Teachers Coll. 'schools, a local college of edUcation, community resources and 1977 19P.: For related documents, see SPil 878-84 and 728 development, and intern training., The second phase consisted Sponsoring Agency: Office of Education 40HEW), Washington, .0f interactive planning anddevelopment for eadh of the O.C. Teacher Corps. program areasby Teacher Corps staff. Phase three was Contract No.: OE 600-750-3580 k implementation,. and! phase four was evaluation. Thefifth phase EORS Price - MFO1 /PCOi Plus Postage. marked the institutionalization of the successful. prOcesses. Language: ENGLISH such as a community resource guide, a professional development Document Type:, PROJECT DESCRIPTION (i41) center, a community education component,and mainstreaming Journal Announcelent:,RIEMAR78 inservice. In phase six, the dissemination of information was This booklet is the first in a series of eight iccomplished through publications.' presentations, that describet,, handbooks, the tenth-cycle Lincoln. Nebraska; TeacherCorps Project, and dissertations. Extensive analysis showed. that the program located at Goodrich Junior HighSchool under the joint achieved most of the original inservice objectives, Appendices sponsorship of the Lincqln Public provide copies of the needs assessment instruments, Schools and theTeachers evaluation College of the University of Nebraska-Lincoln. Thethree goals summaries, levels of participation, and a record of the types of Of dissemination. (FG) the competency-based preservice and inservice projectwere, (i) improvement of the delivery of educational opportunities and services throughthe use of diagnostic-prescriptive teaching approaches; (2) thedevelopment, implementation, testing, and refining of ED152689 95 5P0121/9 a comprehensive model for competency based preservice and inservice teachereducation: An Overview of a Planning Process foran Inservice Education and (3) Program. An Informational Booklet. the integration and articulation of services tothe pupil and his or her 'family through Western Washington State Coll., Bellingham. the cooperationof community, university, and school resources. Jan 1977 12p.; For related documents, see SPOi2 177,7179 Booklet One expandi upon these three goalsby presenting themes and Sponsoring Agency: Office of Education (OHEW), Washington. eiagrammatic models for each, presented D.C. Teacher Corps. as workable, practical processes that served to realize the goals establiehed EORS Price - MFO1 /PCOI Plus Postage. for the Lincoln Project. The remaining booklets present descriptive Language: ENGLISH repcir%ts of the project themes and models (booklets Document Type: CLASSROOM MATERIAL (050) two through seven) anda report of results obtainedwith learners. , Journal Announcement: RIEAUG78 teachers, and community personnel (booklet eight). (Ma) This booklet is part of a set of materials based on the belief that by getting teachers to agree on fundamental issues and values, a comprehensive program of inservicecan be easily planned. This component of the set presents six generalizationsabout effective inservice programs and IllOstrateseach with several different, but satisfactory. Possibilities'. These generalizations are: (i). teachers are more likely to benefit from programs in which theycan choose /15 4Z; 4
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ED196178 EC131305 would be continued: but the staff was to develop an issues paper presenting the council's view of the Annotated Bibliographyof Bilingual Teaching Materials federal role in education' professions oevelopment. (The text Applicable'te the Special Learning Needs of Spanish-Dominant of the law Special Education Pupils. establishing the council and its responsibilitiesis included in this report, as are numerous details on ,selection of De,gnan, Margaret C.; Ryan, Kathleen E. officers, reports approved, New England Teacher Corps Network, Portsmouth,N.H. educational institutions visited, 1979 93p. and other.business). (CD) EDRS Price - MF01/PC04 Plus Postage. Language:, English Document Type: BIBLIOGRAPHY (131) E0143665 95 SP06542 Geographic Sours,.: U.S.; New Hampshire ra Appendix JOuquil Announcement: RIEMAY61 to. a Descriptive Profile of IndividualsApplying 'for Certification Through Individual The.bibliography lists Review Procedures. information on' materials for Tolbert, Ira; Clark, Elizabeth H. bilingual special education for Spanishdominantexceptional children. StateUniv. of ,Nrw York, Albany. Teacher Education Information on 'author, publisher, price, and Developmental Service. Specific suitability for special needs children is presented, 1976 365p.; For related documents. see SP 011 along with:a brief description of the material. Materials are 401-409; Not- available in hard coiny due to marginal legibillityororiginal organiled according to principal thrust in 10 areas: motor document development, visual perceptual development. auditory Sponsoring Agency: perceptual development. ,Office of Education (DREW), Washington, languagedevelopment, conceptual D.C. Teacher Corps. development, .)mathematics, social awareness. language arts. Contract No.: 300-76-0034 health and sciencer. and early childhood. (CL) EDRS Price - MF01 Plus Postage. PC NotAvailable from EDRS. Language: ENGLISH Document Type: TEST. QUESTIONNAIRE (160) ED116541- SP009829 Journal Announcement: RIEJAN78 This document Annual Report presents the completeappendicGo to "A for 1975 by the National Advisory Councilon Descriptive Profile of Individuals Applying EducationProfessions Development. for Certification Through Individual ReviewProcedures." Natiohal Advisory .Counci) on Education Professions SP Oii 401. The Development, Washington, D.C. contents of these appendices are: (11 descriptionof items for recording; (2) item recording instructions': 30 Jan'1976 25P.; For related documents., see ED 102 161. (3) recording ED 102 167, and ED 109 083 form, (4) certificate codinl, (3) state coding, (6) credit EDRS Price coding, (7) degree coding, (6) Jobcategory coding, (9) level MF01/PC01 Plus Postage. of Language: ENGLISH experience 'coding, (10) ,subject coding, (11) list of variables, (12) codes for positions bystate. (13) training Docuieent Type:, PROJECT DESCRIPTION !141) peckagefor Journal Announcement: RIEJUN76 data' recorders (information for those who are selected, expectations for TheNational Advisory Council training session, sample on EducationProfessions formsl. (14) Development was established by law to review frederal programs codes for colleges and universities by s+ste. (15) identificationof for the training and development of'education errors in primaryand personnel and secondarysamples, (15) analysis of errors in primary end report its findings and recommendations to the'Presildentand secondary samples. (17) identification of cards to Congress. In 1975. the council held, four meetings. The corrected, first (Hi) list of research or study questions,(19) instructions to resulted id. 15recommendations concerning inservice programmers. (20) preliminarysOrvey questionnaire, (21) teacher education, adult education, research, and other comments on questionnals. issues. Also. a draft report. (22) final survey questionnaire, "Gatekeepers in Education: 'A (23) Repcirt on Institutional Licensing." letter forwarded to pilot respondents, and (24) letter was discussed and adopted forwarded to respondents in primary sample. (1616)' forpublication ,t this meeting. The report was written to coebat consumer atouse and improve standardsfor institutional licensing. The second meeting adopted a report on directions for the Teacher, Corps. The third meetingdiscussed the council's testimony before the Senate Subcommitteeon Educationand the Congress' reluctance to continue the Education ProfessionsDevelopment Act in a time of teacher surplus. The council's(position was that, while recruitmentof new teachers is no longer a problem, "the priority has ,become quall'ty of 'teachers and improvement of inservice education. The last meeting of 1975 left it unclear whether the council
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= ED186372 SP015797 ED053100 SP005208 Assessing School/College/Community Needs, Assessment Houston, W. Robert;,And Others of the Teacher Corps Program at Northern Arizona. University and Participating Schoolson theNavajoand Hopi Nebraska Univ., Omaha. Center for Urban Education. Indian Reservations. 1978 294p. Sponsoring Agency: Comptfoller General of the U.S., Washington, D.C. Office of Education (DHEW), Washington. 1971 D.C. Teacher Corps. 41p. Contract No.: 300-77-0156 EDRS Price - MF01/PCO2 Mus Postage. Language; ENGLISH EDRS Price -04F01/1362 Plus Postage. Language: Enolish Journal Announcement: RIENOV71 Eleven of-the schools in this Teacher Carpsprogram are on Document Type: NON-CLASSROOMMATERIAL (055): EVALUATIVE REPORT (142); TEST. QUESTIONNAIRE (160) the Navajo Reservation and one on theHopi. Corps members provided individualized instruction andintroduced-several new Geographic Source: U.S.; Nebraska teaching Journal Announbement: RIESEP80 methods to make the instruction more relevantto the This resource children's culture. These methods havenow been adopted by the guide for initiating assessments of regular teaching staff. educational needs provides Corps members alsoparticipated in perspectivesconcerningpossible various education- related and feasibleways to plan, community activities, and devised organize, and implement such an and carried out a cultural exchange project with assessment. The essence of needs assessment is discussed 25 Hawaiian and a Children. Exposure to Indian members, who made up 42 percent perspective un the effort is given. Crucial planningprocesses of the Corps, gave for a needs assessment are outlined the children incentive for their own and illustrativecharts schooling, andabout ry three-quarters of the interns who had and proceduresare presented. Ways in which to set goals, completed the program were hired as teachers in reservation determine' current conditions, analyze data, and Implement schools. change strategies are described. (JD) The program also broadened the university'steacher education program and fostered a more Cooperativerelationship among the various colleges in the university. TheArizona Department of Education plans to increase thedissemination bf ED053099 SP005207 information on successful innovations used bythe Corps, and the U.S.. Office of Education plans to offer technical Assessment of the Impact os the Teacher Ca'rps Programat the assistance University torough the Corps for evaluation and to cooperate ofMiami andParticipating School's inSouth with the Florida. department of education as soon as staff are available. (MBM) Comptroller General of the U.S., Washington,D.C. 1971 44p. - Sponsoring Agency: Office of Education (DHEW), Washington, D.C. EDRS Price - MF01 /PCO2 Pius Postage. Language: ENGLISH --"-Journal Annoubcoment: RIENOV71 The Teacher Corpsprogramstrengthened theeducational opportunities available to pupils iji dlasses towhich corps memberswere assigned, but the report concludes that it had much less impact than it might have had. Innovations were not continued after the Corps members finished their assignments, with lack of staff and funds citedas the reasons. School principalsand teachers genera ly agreed that thenew methods and individual attention incread the learning capability and improved the attendanceof man students. Overhalf the interns whocompleted the program were hired as teachers in schools serving poor areas.The program hadsomedegree of success in broadeningthe Uni%ersity's teacher preparation program, with new courses and adaptations of regular courses tomake them more relevant to teaching children from poor families. The Teacher Corps programs in Florida could be made more effectivethrough brooder dissemination,by the State Department of Educationof information onexperiments and methods used successfully in the program. (MBM) DIALOG Filel: ERIC - 66-82/Mar (Item 72 of 637) User 9002 15apr62 1636
ratio of students to teachers. Corps members ED059172 SP005539 introduced Englishas a second language, and science and algebra taught Assessment of the Teacher Corps Program at the University of in Spanish. School officials and teachers believed that the SouthernCaliforniaand Participating Schools in Los Angeles interns were well prepared for teaching and commupicated well and Riverside Counties. with the children. Somebelieved that the Comptroller General of the U.S.. Washington, D.C. individual instruction and classes taught in Spanish were especially Jul 1971 49p..; Report by the Comptroller General of the beneficial. U.S The interns assigned to two high schools didnot get along well with the faculty, and some were reassigned to Sponsoring Agency: Office of Ed4cation (DREW), Washington. elementary schools while others resigned. At oneelementary D.C. school two full-time regular teaching positions EDRS Price - MF01/PCO2 Plus Postage. were filled by Corps members, contrary to the Languag=: ENGLISH requirements of the legislation. As a result of theprogram the university Jdurnal Anhouncement: RIEMAY72 developed a similar teacher internship sequence in the regular ThiS is the fourth in a series of reportscomprising a teacher education program nationwide to meet the needs of review of the Teacher Corps program; it assesses Spanish-speaking ohildren, and a center for studies in the program at rural the University of Southern California and andmigrant education. The report recommends that the 06fice participating schools in Los Angeles and Riverside counties. of Education should monitor the program more closely toensure The programfocusedon the sped1a1 educational needs of that Corps members are correctly used and tc helpcreate a Mex1can-Amer1Can and black children living in theLos Angeles cooperative attitude in the participating schools. (MBM) metropolitan area. Corps members worked with individuals or small groups of children who had language difficulties, disciplinary problems, or were Slow learners. Some regular teachers adopted corps members' techniques but others believed ED053093SP005140 that the innovations were nbt of particular benefit. Corps Assessmentof the Teacher Corps Program at Western Carolina members were instrumental in the development and operation of University and Participating Schools in North Carolina. learning centerswhich providedelementary school children- Comptroller General of the U.S., Washington, D.C. with materials fordevelop1ng their knowledge of mathematics, 20 May 1971 46p. science, and social sud1es, and which continued operat1hg EDRS Price - MF01/PCO2 Plus Postage. after the end of the program. Members 'al'so organized or Language: ENGLISH participated in community activities. Eighty-two pe*ce7it of Journal Announcement: RIENDV71 the interns continued in teaching, most in areas'Serving The Teacher Corpsprogram increased the low-income families. educational Theuniversitydeveloped two teacher oppohAunIties availableto pupils in grades to which corps preparation programs mideled in some respects on the Teacher members were assigned, however, the program's impact was not Corps program. Thc, Genei-al Accounting Office believes the nearly asgreat as it could have been. Some interns effectiveness of the programs could be ingreased,by the wider participated in special projects or usednew methods of dissemination of j.nformationon successful experiments and .inttruct1on, but few of these activities were continued after teaching techniques. Related documents are FO 005 208, ED 005 the corps members left. 252, and ED 005 140. (MBM) Program officials said they manpower and resources were insufficient and that they had not evaluated the activities to identify those .that were successful. nsf1c1als believed that the program had benefited 6054079 individual students by reducing the student-to-teacher ratio, SP005252 andbyexposing the childrento interns 6-om a variety of Assessment of the Teacher Corps Program at the University of backgrounds. Although the program's influence on theregular Southern California and Participating Schools in Tulare County teaching staff was limited, it was believed that some of the Serving Rural-Migrant Children, teachers had changed their methods of instruction. Few interns Comptroller General of tne U.S.. Washington, D.C. remained permanently in the area because of its isolation,the 25 Aug 1971 55p. low salary levels, and the small number of teacher vacancies. Sponsoring Agency: Office of Education (DREW), Washington, University officials believed that the program had contributed D.C. to the development of new approaches to student teaching in Available from: U.S. General Accounting Office, Rcom 6417, the regular curriculum. (MBM) 441 G Street, N.W. Washington, D.C. 20548 ($1.00) EDRS Price - MF01/PCC3 Plus Postage. Language: ENGLISH Journal Announcement: RIEDEC71 This report found that Corps members enabled the schools to give more individualized instruction, provide expanded classroom and extracurricular activities, and improve the
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lectures givenduring the ED102200 95 TM004257 pre-service phase of a 27year Teacher Corps training program. An outlineof the cultural Assessment. differenceswhich Andrews, Theodore E., Ed. exist between the Mexican American and the Anglo American reveals differences in personality New York State Education Dept., Albany. Div. of Teacher characteristics andmodes of 'life style. Problems are Education and Certification.: State Univ. of New York, Albany. described which the Mexican American encounters in the 1974- 130p. process of acculturation, andprograms Sponsoring Agency: are suggested whichare National Center for Improvement of desligned to satisfy the needs of the Mexican American and to Educational Systems (DHEW/OE). WashiAgton, D. C.; Office of give him a positive image of his cultural heritage. Education (DHEW). Washington, 0-4-:Teacher Corps. Interview summaries andschedule, and worksheetscales used In the Available from: Nal4ofill Dissemination Center for pre-servicephase of the programare included. Related Performance Education,-Syracuse University. Syracuse. New York documents are RC 003 081 and RC 003 082. (SW) 13210 EDRS Price - MF01/PC06 Plus Postage. Language: ENGLISH Document Type: CONFERENCE PROCEEDINGS (021) ED081863UD013750 Journal Announcement: RIEJUN75 Austin T. Walden MiddleSchool, 1971-72. Research and "The Role of the State in Performance-Based Teacher Development Report, Volume VI, Number 30, April 1973. Education-Certification" by Robert Roth creates a context for Addy, Polly; Turner, Wayne viewing how state agenciesare approaching performance 'Atlanta Public Schools, Ga. education. Peter Atrastan then explores the value questions Apr 1973 34p. that are at the heart of evaluation issues. Fred m lonald EDRS Price - MF01/PCO2 Plus Postage. looks at "The State of the Art in Performance Assessm.. ,' and Language: ENGLISH Barak Rosenshine lists recommendations concerning theresearch Journal Announcement: RIEJAN74 dilemmas, James Popham, In three papers, on the This reportpresents evaluations of the problems of selecting supplementary assessment systems. developing programs at Austin T. Walden Middle School. partially funded performance tests, and identifying minimal competencies. Del under Title I of the 1965 Elementary Secondary Education Schalock then details what occurs Act. when "Moving from The jnstructional AssistanceProgram had such goals as: to Conceptualization to Practice in Assessment." Concerning costs develop lastingmaterials that and teacher concerns, provde a more integrated two educators, Bruce Joyce and Herbert learnirig experience for thepupil from the inner city; Hite present their conclusions. to Beatrice Ward discusses the develop within the pupil an, appreciation of learning and cost factors involved in developmental work at the Far West school; to create Regional Laboratory. Finally two teachers, some situation/experiences which led the Sandra Feldmari'ana pupil to make appropriate decisions; and others. The Career Bernard McKenna,- note their interest in the potential of Opportunities Program is a teacher training program. The Title performance-based teacher education and reveal their most I program providesappropriate serious concerns. (RC) andmeaningful learning experiences consistent with the performance of pupils as determinedby dataderived from 'teacherevaluation, and standard and informal diagnostic instruments. The purpose of the Teacher Corps 'Program at Walden was E0026,172. RC003080 to trainan instructio,...: team to usecompetencybasededucation in the , Attitudinal Characteristics of Migrant Farm Workers. First inner -c1'; schoolsby planningand executing Papers on Migrancy and Rural Poverty: activities . An Introduction to the accordi.ig to pupils' needs. Also, the TeacherCorps team Education of Mexican-Americans in Rural Areas. sponsoredcommunity activities and made the pupils' Ulibarri. Horacio learning experiences more relevant to the community. The Program for Universityof Southern California, Los Angeles. School of EducationandCareer Education. Exploration is a guidance program that provided experiences for second and/or third year pupils 1968 52p. that will enable them to make realistic educational and career Sponsoring Agency: Office of Education (DHEW). Washington, choices at future major decision points. (Author/JM) D.C. Available from: USC Rural-Migrant Center; RoOm 1002. Phillips Hall of Educ.. Univ.of Southern Calif.. Los Angeles. . Calif. 90007 ($1.00) EDRS Price - MF01/PC03 Plus Postage. Lariguage: ENGLISH Journal Announcement: RIEJUN69 A presentation on socto-cultural-attitudinal characteristics of migrants and the impact of education is one of a series of
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EDRS Price - MF01/PC01 Plus Postage. ED100937 95 SP008868 Language: ENGLISH Awareness of Self 1n Relation to Others. Affective 2.0. . Document Type: PROJECT DESCRIPTION (141) Borgers, Sherry B., Comp.; Ward, G. Robert. Comp. Journal Announcement: RVEMAY75 Houston Univ., Tex. Coil. of Education. This paper outlines a seven-step program for helping teacher 10p.; For related documents, see SF 008 803-806, 867, interns deal with classroom behavioral problems. In step 1, 86975, "preassessment of interns," Sponsoring Agency: interns indicate a lack of Office of Education (DHEW), Washington, training in the area ofbehavior D.C. Teacher-Corps. modification through discussion and classroom behavior. In step 2, EDRS Price - MF01/PC01 Plus Postage. "instructional _objectives,t_interns_ observe--anddiscuss principles of Lariglaide:-ENGL/SH behavior modification. In step Document Type: PROJECT DESCRIPTION (141) 3, "instructional alternatives," interns who do not attempt to incorporate Journal- Announcement: RIEMAY75 behavioral modification techniques directly in their teams This are exploratory module is designed toprovide an encouraged toutilize other strategies to increase desirable opportunity for the learner to become more aware of self and .classroom behavior. In step 4, "materials," to shire this awareness with another. a bibliography of Specific activities are books and films is recommended. In step 5, "postassessment," described to enable the learner to discover: (a) the sharing observation sheets and changes in the frequency of undesirable of experience; (b) who one is and who one pretends to i)e; (c) and desirable behavior are examined. In step 6, "remediation," responsibilities(t fprce the learner to say "I should"; (d) individual team consultantsare employed to the feeling of being blind and the feeling of being implement a guide; successfullybehavioral modification techniques. In step 7, and (e) self-description and description of another. (MJM) "student feedback," intern representatives at future scolnar-planning sessions are queried about thisprogram. (PD)
ED100936' 95 SP008867 Awareness of Self. Affective 1.0. ED180962 SP015180 Ward. G. Robert, Comp.; Borgers, Sherry B., Comp. Beyond Field-BasedTeacher Education: The Concept of Houston Univ., Tex. Coll. of Education. Responsive Inservice Education. Occasional Paper Series No. S. 8p.; ' For related documents, see SP 008 803-806, 868-875: Schroeder, Gary; Price. William O. . Reproduced from Best Copy Available Murray State Univ., Ky. Sponsoring Agency: Office of Education (DHEW), Washington, 1977 20p. D.C. Teacher Corps. Sponsoring Agency: Office of Education (DHEW), Washington, EDRS Price - MF01/0001 Plus Postage. D.C. Teacher Corps. Language: ENGLISH Available from: Teacher Corps Project Director, Document Type: PROJECT DESCRIPTION (141) Dept. of Instruction and Learning, Murray State University, Murray. KY Joui-nal Announcement: RIEMAY75 42071 ($0.50) This exploratorymodulek provides activitiesdesigned to EDRS Price - MF01/PC01 Plus Postage. __enable the learner to develop an awareness of self. Activities Language: English suggest the formation of agroup of 12-16, people and the i Document Type: PROJECT DESCRIPTION (141) presentation of- a statement of self. The group is then Geographic Source: U.S.; Kentucky Subdivided, and participants share their statement after they Journal AnnounceMent: RIEMAY80 have completed the following activities:, personal inventories; Field-responsive inservice education represents a program by who is the learner in relation to roles, responsibilities, which a college of education faculty goes into the field and qualities, beliefs, and feelings; where is the learner in forms collaborative relationshipswith individual schools, relation to his/her, life at present; and creation'of a collage providing inservice training expressing to teachers in the form of a thoughts, i- feelings, events, activitiob, graduate course, generally leading toward a master's relationships, and themes about the participant's past. (MJM) degree. The university field team has access not only tostudents, but also to real-life situations and children, therefore instruction has direct relevance to actual practice. The major concern in the program is no2 only ED100864 95 the transmission of SP008777 knowledgeand skills, but also, the solving of,educational Behavior Modification; An Instructional le. problems. This report examines the p-ogram and discusses Sikula, John P. the ) issues andproblems for both the university facuty and fhe Toledo Univ., Ohio. teacher participant. (JD) Feb 1972 5p. / Sponsoring Agency: Office of Education (kHEW), Washington, D.C. Teacher Corps.
eJ 1
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activities, and suggestedeadings. Examples of forms for E0095148 95 SP008326 teacher records and evaluat ons are attached. (RL) -Bilingual Education: A Needs Assessment Case Study. Teacher Corps AssOciates: Resources for CBTE, Number S. Dominguez Fernando California ntv., Santa Cruz. ED14127395SP011102 1973 17p. For related documents, see SP 008 322-325 and Career Education Modal 327-t333 Pandolph, Eugene J.: LlpPs, John Sponsoring envy: Office of Education (DHEW). Washington Pittsburg Univ., Pa. Teacher Corps Program. D.C. Teacher orpst 11p. EORS Pric -"MF01/PC01 Plus Postage. Sponsoring Agency: Office of. Education (DHEW). Washingtoq, Language: NGLISH D.C. Teacher Corps. Document Ty : TEST. QUESTIONNAIRE (i60) EDRS Price - MF01/PC01 Plus Postage. .Journal Announcement: RIEDEC74 Language: ENGLISH This paper describes a survey conducted to determine the Document Type: CLASSROOM MATERIAL (050)/ needsof a group of California teachers who deal with Journal Announcement: RIENOV77 'lingual. bicultural children. The one-pagequestionnaire This module was designed to help teachers understand the listed areas of interest and possible methods to acqui.e skill various dimensions of careerdevelopment and to facilitate in those areas. Areas of interest included developing a their ability to design appropriate learningexperiences and crkable Spanish vocabulary for teachers to use when activities to enhance their students' developmen+ and esenting math or other subjects and developing an approach awareness of a wide range of personal, social, and vocational t deal with 'problems in the affectivedomain 'such as characteristics. (MM) unc nscious cultural clashes andmotivationpatterns of. Mexican-American children. Respondents were asked' to select three areas of interest and to check one of the following methods to acquireknowledge in those areas: lectures, E0202165 EA013622 seminars, encounter groups, workshopsusing a variety of Case Studies of Four Teacher Corps Projects. An.Appendix to methods, small-group discussions, and individual learning The Role of the Principal in Change: The Teacher Corps packagea. Totaled responses are presented in a table. (PD) Example. Rosenblum, Sheila; Jastrzab, JoAnn J. Abt Associates. Inc.. Cambridge. Mass. Sep 1980 85p.:,For a related document, see EA 013 550. ED150611 C5203933 Sponsoring Agency: Office of Education (DHEW), Washington, British Writers; Nodules for Teacher Corps. O.C. Teacher Corps. Gilliard. Fred ; Report No.: AAI-80-100-C .1977 23p.: Modules prepared at Idaho State University Contract No.: 300-79-0593 EDRS Price - MFO1 /PCO1 Plus Postage. EDRS Price - MFO1 /PCO4 Plus Postage. Language: ENGLISH Language: English Document Type: CLASSROOM MATERIAL (050) Document Type: RESEARCH REPORT (143): POSITION PAPER (120) Journal 4nnouncement: RIEJUL78 Geographic Source: U.S.: Massachusetts This bnoklet, containing eight instructional modules on Journal Announcement: RIEOCT81 works by major British writers. card be used either within a The ways in which principalshave influenced lower-level or been literaturecourse -for non-English majors or in a influenced by four rather Corps projects are described and survey course for English majors. The first four modules focus explained in casestudies based on field ,interviews, on works from the early English period throuph the Elizabethan observations, and a review of the documents produced in the Age: "Beowulf." "Sir Gawain and the Green Knight, ". "Everyman," course of theprojects. Thestudies alsoprovide the end "Henry LV, Part I" (Shakes.. .:.re). The other four modules backgroundboth for an analysis of factors affecting the role concentrate on selections from the seventeenth, eighteenth. of the principal and for the compilition of a user's and nineteenth manual centuries, thematically examining the war for administrators andproject sta6f. Thestudies between the sexes: "The Man of Mode" were (G. Evherege). "School conducted in'the second year of a five-year project lifespan. for Scandal" (R. Sheridan), "Wuthering Heights" (E. Elronte). Theyreport the observations of two-ow-son teams who observed and "Arms and the Man" (G.B. Shaw): The various activities in their assigned schools for a total of "five days during two each module are e signed to encouragefamiliaritywith the site visits. Within all four projects, the teams observed terms. tools, and history of literature and to expose students changes takingplace in the organization, substantive to poetry, prose, and dramatic literature, as well as to direction, and distribution of authority. (Author/WO) literary criticism. Each module lists objectives andgoals, prereqdisites, assessment procedures. instructional 57 DIALOG Fiiel: ERIC 66-82/Mar (Itemr 86 of 637) User 9002 15apr82 1640
education program; ED124526 95 SP010126 (2) to initiate and implement Catalog of Holdings; Teacher Education Developmental performance-based professional education at Grambling College; Service '(3) to develop interdisciplinaryandfield-based teacher Research Library. Addendum to/Catalog of Holdings. education; (4) Benedict, Marjorie A., CorTi. to operationalize an elementary school with team teaching and differentiated staffing approaches; (5) to State Univ. of New Yo k, Albany. ,Teacher Education , operationalize an 'Developmental Service. elementary school with a performance-based curriculum; (6) to develop a competency-based Feb 1976 198p. program for team leaders; and (7) to facilitateschool-college-comminity Sponsoring_Agency.:_0f_fica-of---Eckication-(OHEW-h---Washingtonv D.Ct TeaCher Corps. --interact-tom Thedocument---is --into four sect ions. Section One describes the followinb facets of theprogram for EDRS Price - MFOI/PC08 Plus Postage., theperiod 1971-1973: Language: ,ENGLISH (1) plans for program operation;, (2) Document Type: BIBLIOGRAPHY (131) participant recruitmentl,(3) faculty training; (4)preTprogram orientation; (5) Journal Announcement: RIEOCT76 mini-school philosophy and schedule; (6) teacher internwelfare; (7) graduate credit for team leaders; These two lists are the CatalogLf Holdings for the Teacher and (8) °plans for transition frompreservice to inseryice Education Developmental Service (TEDS) and the Addehpumto the Section Two provides an evaluation of the college, Catalog of Holdings. TEDS is a group of prdfessloral educgtors classroom, nd community phases of the program. Part Three describes the skilled and available to assist teacher edgpationconsortia in New York State to develop programs chievements attained during, the program, anda reprint of the in the competency based " ew Venture" ,brochurb developed by thetollege to describe teacher education (CBTE) format. The libary's collection, t e program. Section Four provides appendixes including, which includes multimedia materials% is divided into two va sous parts. quest-ionnaires, lists of participants and schools, Part one consists of sample modules frommore than 60 co rse requirements, and activities. (MB) sources throughout the United States, while the secondpart contairis general works about CBTE. Thecatalog of holdings and the laddandum are divided i6 the same way giving separate listings tor general worksand modules. The modules, aler grouped according to their place of origin. These sources are ih alphabetical order by the,name of theeducational institution or commerical firm by which they were produced. The listing of general works is arrangedalpnabetically by title, with an author and source number provided.General works have simply beenassigned an accession number., The modulesare classifiedby ,means of a code consisting of an abbreviation of the name of the source. (SK)
ED139763 95 5P011062 CBTE; A New Venture in Teacher Education. Sixth CycleReport . of theGrambling-Ouachita Teacher CorpsProgram, March 1971-May 1973. Final-Report. Richardst Helen L. Grambling Coll., La. ,1973 130p.; Best copy available Sponsoring Agency: Office of Education (DHEW), Washington, ,D.C. Teacher Corps. EDRS Price - MF01/PC06 Plus Postage. Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEOCT77 A summary' report is presented of the Grambling College-Ouachita Parish Sixth Cycle :reacherCorps Project. Designed to improve the educational opportunities availableto -- low-income students and to assist the college in bringing about basic changes in teacher education, the project had as its objectives: (1) to incorporate individually paced .50 activities and personalized learning into the teacher 00 1,4
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Document Type: SERIAL (022) E0134572 SP010759 Certification Geographic Source: U.S.; Oklahoma ThroughPerformance Frojectt--Emporia Kansas Journal Announcement: RIEJAN81 State College Teacher Corps Project: The PerformanceProject Teacher Corps research Model for Field- Centered, adaptationproje s were linked Competency-BasedPostGraduate together as an experiment Certification. :o determine he processes and Williams. John; And Others problems of applying validated research tothe needs of public schools and teacher training institutions. Various papers Emporia KansaS State Coll. report the Feb 1977 degree of change on populations and irwti.oitions 14p.;- Paper prepared for the Association of caused by the projects. Teacher Section one addresses the concept of Educator., Annual-- Conference -(- AI-Tanta:- -Georgia. -changewith- a- -review-,-of severerchangt-tricidels:Th:6-tddoifd'--- February 1977) section contains excerpts from five case studies onchange, ERRS Price - MF01/PC01 Plus Postage. and the third Language: ENGLISH section documents change through process analyses. (CJ) Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEJUN77 To more nearly relate teaching skills or enabling competencies to the real performance world of theteacher, the E010086395 TeacherCorps 5P008776 program at Emporia State College propoSes that Chicano Culture (Instructor's Manual). the intern demonstrate teacher competencies thrbugha series Esquibel, Antonio; And Others of performance projects in each of five performance areas. Houston Univ., Tex. Coll. of Education. These performance areas, selected from the real experience 23p. world of the intern, are: (1) facilitating the growth and Sponsoring Agency: Office,of Educat,nn (DHEW), Washington, development of individual students; (2) providing ,instruction D.C. Teacher Corps. and facilitating group processes with a group ofstudents; (3) EORS Price - MF01/PC01 Plus Postage. promoting a positive climate in the sctlool; (4) facilitating Language: ENGLISH school involvement in the community and community involvement Document Type: CLASSROOM MATERIAL (050) in the school; and (5) communicating ideas and experiences to others in the teaching profelion. Journal Announcement: RIEMAY75 The individualin training This module provides instructions for implementing contracts for projects and is responsible to the training the role team of facilitator, or middle man, between for demonstrating that (1) the objectives of the project were instructional activities and teacher interns. These suggestions are: achiewid and (2) that a systematiC learning process wasusep (6) read the component and modules carefully, (b) establish in planning and implementing theproject. The key to the evaluation criteria, (c) identify and gathermaterials and successful completion of a performanceproject is the equipment needed for each module. (d) package materials Systematic Learning Process Model involving 12 stages:initial search; together for each module and place ina central location, (e) debriefing and clarifying goals; data collection and ,identify support initial write-up; personnel, (f) devise a method of keeping strategy development; consideration of track of intern progress and problems, skills and resources; final write-up; (g) establish grading competency development: procenures, (h) schedule regularmeetings of all supnort project approval; project implementation; project write-up; personnel to disseminate intern feedback, and (1) project evaluation; and sign -off or recycle. establish Possible module evaluation proceduc4es. A of performance projects in each of lit equipment, the five areas ,are publications, records, films, and illustrated, and some specificcomments about performance filmstrips and a- projects are presented. (MM) bibliography of bicultural materials are included.(PO)
ED191851 SP016737 Change Studies 1980. A Journal of Peiearch Adaptation. Teacher Corps Research Adaptation Cluster.Norman Okla. Journal of Research Adaptation, v2 Jul 1980 Jul1980 44p.; For related document, see SP 016 212. Sponsoring Agency: Office of Education (OHEW), WaShington, D.C. Teacher Corps. Grant No.: 300-78-0466 Available from: Publications Office, University ofOklahoma, 555 Constitution, Room 145, Norman, OK 73037. EDRS Price - MF01/PCO2 Plus Postage. Language: English
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activities; (4) Eb093846 95 SP008214 instructional personnel decision points; (5) two models demonstrating use of the module; (6) Children's Literature. Adams State College. instructional personnel activities: (7) an observation form;and (8) a flow Myers.'Susan L. chart. (MM) Adams State Coll, of Colorado. Alamosa. .1972 -60p.:. Paper prepared for the Adams State College Teacher Corps Program; For related documents, see SP 008 208-213 and 215 ED182023 PS011175 SpOnsoring Agency: Office of Education (OHEW), Washington. 0.C. Classroom Management: Teaching Techniques and Strategieifor . Grant No.: OEG-0-73-1039(715) Dealing with Discipline Problems, . Atlanta Teacher Corps Consortium. Ga. Available from: Adams State College, Alamosa;Colorado 81101 .1978 78p.; (No price quoted) Pages 105-109 of the original documentare . copyrighted and therefore not available. Theyare not included EDRS Price - MF01 Plus Postage.'PC Not Availablefrom MRS. in the pagination Language: ENGLISH Available from: Atlanta Teacher Corps, 2930 Forrest Hill Document Type: CLASSROOM MATERIAL (050) Dr., S.W.., Atlanta, GA 30315 ($1.00; 10 Journal Announcement: RIENOV74 or more copies, $0.50 4, each) This is one of a series of eight Teacher Education Modules developed by EDRS Price -41F01/PC04 Plus Postage. Adams State College Teacher Corps Program.The Language: English dual purpose of these modules is stated as follows: trying to Document Type: TEACHING GUIDE (052) understand children and their needs and becomingfamiliar with and Geographic Source: U.S.; Georgia developtng"criterta for evaluating children'sliterature. Journal Announcement: RIEJUN80 The objectives of the modules, which are listed, stress Techniques and activities for effective classroom acquisition of definitions, background, standards,. management techniques. are presented in this module. The statedobjectives understanding of children's needs, andoverall selection of the module are to promote appropriate student behavior,to develop abilityasrelated to children's literature. Specific assignmerks, good interpersonal relationships and a positivesocioemotional such as the accumulation of cards for each book climate, and to establish and maintain a productive classroom covered in this course, are outlined. The module is then organization. Samples of pm-post assessment instrumentsare divided into eight units; each unit includes a brief included for student self-evaluation, student interest introduction identifying the subject and generalprocedure, a inventory, and teacher or administrator self-evaluation. A list of general rea4ings, and a list ofreferences. The eight profile of units are as follows: the typical disruptive student is also included. Understanding Children end Their Needs; Learning tasks and activities are presented for Classics: Picture Books; brainstorming, Traditional Literature--Folk Tales, role playing, contracting, utilizing Fairy Tales, Myths, Legends and Fables; a rewards program, Fantasy; Fiction: employinga buddy system, communicating, Historical and Realistici and clarifying val,as. Poetry. Thereare two exploring self concept (Maslow), and appendixes: Literary Definitions and An Annotated Bibliography following a positive discipline model (Glasser), Types of control techniques are of Seledted Selection Aids, which issubdivided intoBasic examined briefly and classroom organization istouched upon. ts. Specialized Lists. and Aids Reviewing Non-Print Media. General (JA) tips' for being a good classroom manager and specific tips for managing inner city climssrooms are offered. Alist of printed and audio-visual resources is included. (JMB)
ED 41272 95 SP011101 Classroom Management and Module. Johnston. Judy: Barbour, Ken Pittsburg Univ., Pa. Teacher Corps Program. 31p. Spqnsoring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. EDRS Price - MF01/PCO2 Plus Postage. Language: ENGLISH Document -Type: CLASSROOM MATERIAL (050) Journal Announcement: RIENOV77 This module facilitates acquaintance withthe application of behavioral principles in the classroom. It contains: (i) a pretest; (2) knowledge-based objectives and enabling activities: (3) demonstration-based objectives andenabling 0
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representative of successful ED110440 95 SP009431 programs for the professional development of practicing teachers. They were seleztedto give Closing the Knowledge bap: CBTE Programs as a Focus and a sampling of the variety Context: Research in Education. in programs underway across the country. Twodescribe teacher centers jointly operated bya Schalock, H. Del; And Others school system and a university; Multi-State another, a TeacherCorps Consortium on Performance-Based Teacher project involving an R&D laborator Education. Albany. with the universIty/school N.Y.; National Consortium of Competency district collaboration. Based Education Centers, Toledo, Ohio. Two originated in the staff development offices of public school systems, but differ Mar 1975 65p.;' A Position Paper of the Consortium of CBE Centers markedly in their structure: one of these worksprimarily with a singlesctibol site and-asingleuniversity-center-IOWUrda SObnsoring Agency: National Center for Improvement of specific goal; the othe. uses the resources of Educational Systems (DHEW/OE), Washington, D. C.; community Office of agencies, area higher education institutions, and individuals Education (DREW', Washington. D.C. Teacher Corps. for a multitude of discrete offerings. EC.2S Price - MF01/PC03 Plus Postage. Twoprograms featupe cooperation among Language: ENGLISH several universities; in both of these programs, the roles of teacher organizations, Document Type: BOOK (010) administrator associations, school districts, and state department of Journal Announcement: RIEDEC75 education are essential The purposes of this booklet are (a) to suggest components. The final case study the kinds of describes theconcert of a two-year internship or residency research needed to Close the knowledge gap that now exists for beginning teachers, how it may be funded, organized, and with respect, to competency based teacher education (CBTE).(b) governed. (Editor/JD) to build a case for CBTE programs as contexts for research in ) education and teacher education, and (c) to outline'a framework for proceeding with basic research in these areas. The booklet outlines four different kinds of studiesthat need 50190557 SP016508 tobe undertaken. Theseare (a) studies of alternative approaches to Collaborative Decision Making. the mastery of teaching competencies; Smith, Hayden R., Ed. studies to nollect information to facilitate brord CaliforniaTeacher CorpsNetwork, San Diego.: San Diego decisions about CBTE; (c) studies to search for State Univ., Calif. new constructs and new ways ofmeasuring constructs, to test models, Networks, vi ni Spr 1%78 and to search for principles of instruction that can 1978 50p. ,be applied to teacher education; and (d) studies to describe Sponsoring Agency: Office of Education (DREW), Washington, the ,development, structure, operation, and/or diffusion of D.C. Teacher Corps. programs. The remaining sections of the booklet deal with how EDRS Price - MF01/PCO2 Phis Postage. CBTE programs can be organized so as to function as contexts Language: English for research as well as training, and how the program of Document Type: SERIAL (022) research might best be implemented. .Two examples of prbgrams which Geographic Source: U.S.; California are now functioning as research contexts M-et described, Journal Announcement: RIEDEC80 and a plan for implementing the research and documentation This publication features sixteen articles that program being called for is outlined. focus on the An appendix is included theme ofcollaborativedecisionmaking. The articles are which describes a competency based teacher education project concerned with: 1) / for the Consortium of Southern Colleges for effects of the lack of collaboration; 2) Teacher Education. the trust, distrust, and political ('RC) reasonsbehind collaboration; 3) collaboration as a critical democratic process: 4) mandated public school and community cooperation: and 5) collaborationandnontraditional education. Also included are descriptions of several programs sponsoredby the 7.'151327 95 SPO12301 Teacher Corps. (CJ) C011aborat1Ort for Inservice Education: Case Studies. Pipes. Lana. Ed. ERIC Clearinghouse on Teacher Education, Washington, D.C. Feb 1978 54p. SponsoringAgency: National Inst. of Education (DHEW), Washington. D.C. EDRS Price - MF01/PC03 Plus Postage. Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEJUL78 The seven case studies presented in this publication are DIALOG Filet: ERIC - 66-82/Mar (Item 97 of 637) User 9002 15apr82 1644
E0100856 95 Borgers, Sherry B., Comp.; Ward. G. Robert.Comp. SP008766 Houston Univ., Tex. Coll. of Education. ComWnication viaChalkboard and onPaper. ,TLA:100.00 7p.: For related documents. see SP 008 803-806, 867-869. 871-875 Hardison, Margaret J. Sponsoring Agency: Office of Education (DHEW), Washington, . Fordham Univ., New York, N.Y. D.C. Teacher Corps. 7p, EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: Office of Education (DHEW), Washington. Language: ENGLISH D.C. Teacher Corps. EDRS Price - MF01/PC01..Plus Postege.. Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEMAY75 LangaRgfe7T-ENGEISHi Thisexploratory module is designed to provide- practicein Document Type: CLASSROOM MATERIAL (050) nonverbal communication. Journal Announcement: RIEMAY75 Activities permit the student to communicatemessages nonverballyand also to . The purpose of this cluster of observe'the learningmodules is to nonverbal' messages of a discussion increase the teacher intern's understanding group participant. and skills with Questions for group discussion concerning °- regard tohis nonverbal role as a communicator, The cluster contains Communication are indicated. (MJM) three modules: (a) objectives for teaching handwriting, (b) methodology of manuscript writing, and (c) practice teaching of manuscript handwriting. Each module containsa statement of the module objective, prerequisites for the module, ED10094095 SP008871 instructional activities, and pre- .and postassessment Commalication: One-Way and Two-Way. Affective 8.0. procedures. Objectives for the three modules, included in 'the clusterare Ward, G. Robert, Comp.: Borgers, Sherry B.. Comp. to enable the teacher inter to (a) formulate a Houston Univ., Tex. Coll. of Education. rationale for handwriting and test its ppropriateness. (b) 8p.; For related documents, see SP 008 803-806, 867-670, !Analyze the methodologyof teachinmanuscript handwriting, 872-875 and'(c) synthesize themethodolog of teaching manuscript Sponsoring Agency: Office of Education (DHEW), Washington, writing 'and the skill in forming lest -ters by teaching a D.C. Teacher Corps. manuscript handwriting lesson to lace06. (HMD) EDRS Prite - MF01/PC01 Plus Postage. Language: riGLISH Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEMAY75 ED100938 95 5P008869 This module is designed td give thelearner the opportunity Communication: Listening and Responding. Affective 4.0. to experience the difference betweenone-way and two-way Borgers, Sherry B.. Comp.; Ward, G. Robert, Comp. communication. Houston Univ., Tex. Coll. of Education. Activities in both types of communtbation are presented and reviewed in group discussions as they relate to 20p.: For related documents, see SP 008 803-806. 867. 868, feelings, timing, and accuracy of response. (MJM) 870-875 Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) Journal .Announcement: RIEMAY75 This module is designed to provide practice in listening effectively and in responding to messages sent byanother. The module, is divided into two sets of activities, the first is the formationof a triad enabling the student to investigate the following: do you listen, listeningand the unrelated response, incomplete listening, listening for truth, and 11.-tening to another. The second category permits the student to work individually on listening and response style5. Worksheets are provided. (MJM)
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"Commur ty Council Chairpersons' ED203478 EA013668 Workshop" in Atlantahave beencompiled in this sourcebook.' Four major Community Based Education Activities in SoutheasternRegion speeches, Teacher Corps Projects. including one by then Teacher Corps Associate Director Robert Ardike, provide the White. Martha; Bonney, Nancy rationale for community involvement in Corps projects, discuss the history and structure ofcommunity Georgia Univ., Athens. Southeastern Teacher Corps involvement, offer strategiesfor leadership skills, and Recruitment and Community Technical Resource Center. define the concepts of planning, Aug 1980 78p. implementation, and evaluation in everyday terms. The resource materials arefor SponsoringAgency: Office of Education (ED). Washington, ese 1n Corps D.C. Teacher Corps. projects as well as in understandingthe Contract No.: 300-79-0311 conference proceedings. Among the resourcesare the conference agenda, lists of conference presenters and EDRS Price - MFO1 /PC04 Plus Postage. participants, basic information on the Corps and community- elated Language: English issues, guides to developing planning and leadership skills, and Document Type: RESEARCH REPORT (143) bibliograpries of printed resources. (Author/RW) Geographic-Source: U.S.; Georgia Journal Announcement: RIENOV81 To gather information on the community councilsmandated for each Teacher Corps project, this pilot study surveyed 34 ED202175 EA013634 project directors and council chairpersons in 24 southeastern projects Community Councils: 0 Steps to Success. initiated in 1978 and 1979. The study'd Butler, Wi.lie M. J.; Parker, Donald W. criestionnaires asked about communitycouncil elections, HowardUniv., Washington, D.C. EasternTeacher Corps membership, training, leadership, meetings. procedures. interest levels, Recruitment and Community Technical Resource Center. project involvement, and relationships with .1980 61p. the community and the project's policy board. Results showed that Sponsoring Agency: Office of Education (OHEW), Washington. all community councils were chosen in communtty-wide D.C. Teacher Corps. elections, that their members were mostly women andparents, Contract No.: 300-79-0312 and that they all had standard op rating procedures andsome EDRS Price MFO1 /PC03 Plus Postage. involvement in project governance. hey also sharedsimilar Language: English problems involving council members' attendance. interest, and Document Type: AUDIOVISUAL MATERIAL (100); NON-CLASSROOM understanding of the council's rot . Those councils started in MATERIAL (055) i979. however, had consistently igher levels of project and community Geographic Source: U.S.; Distr of Columbia involvement. coo 11 memberattendance, and Journal Announcement: RIEOCT81 communication with the project olicy board than didcouncils CoMbining cartoons withbrief narratives, started in 1978. The explanati n of these differences may lie this handbook identifies the five steps for developing the in the 1979 councils' earlier ections and training and their community councils mandated for each Teacher Corpsproject. Thefive use Of associate members for bro der community representation. steps are (1) (RW) establishing the community council as an organization. (2) identifying short-and long-term goals, (3) expanding community involvement. (4) training council members and the Teacher Corps volunteer, and,(5) practicing shared governance.- Included in ED203480EA013670 the discussion of these steps are Teacher Corps structures and requirements. Community Based Educatior Sourcebook. leadership needs and styles, information needs. Bonney. Nancy. Ed.; White, Martha, Ed. council function4. community and Teacher Corps objectives. and ways of buildlAg community Georgia Univ.. Athens. Southeastern Teacher Corps support. (RW) Recruitment and Community Technical Resource Center. Jul 1980 137p.; Some pages may not reoroduce clearly due to colored ink used in original document. SponsoringAgency: Office of Education (ED), Washington, D.C. Teacher CorpS. Contract No.: 300-79-0311 EDRS Price - MF01/PC06 Plus Postage. Language: English Document Type: NON-CLASSROOM MATERIAL (055); CONFERENCE PROCEEDINGS (020; GENERAL REFERENCE (130) Geographic Source: U.S.; Georgia' Journal Announcement: RIEN0y81 Speechesand resource materials from the 1979 Teacher Corp's DIALOG Filet: ERIC- 66-82/Mar (Item 104 of 637) User 9002 15apr82 1646
ED121708 95 SP009855 ED04270024 SP004123 CommunityInvolvement in Teacher Education: A Study of the Community Participation in Teacher Education: Teacher Corps Models. and the Model Programs. GEM Bulletin 70-4. Vasla, John A.; Royster. Preston M.. Ed. Bauch. Jerold P. ,ERIC Clearinghouse on Teacher Education, Washington. D.C.; Georgia Univ.. Athens. Coll. of Education. Office of Education (DHEW). Washington. D.C. Teacher Corps. Jul 1970 6p. Feb 1976 93p. Sponsoring Agency: Office of Education (DHEW). Washington. Sponsoring Agency: National Inst. of Education (DHEW). D.C. Bureau of Research. Washington. D.C. Bureau No.: BR-9-0477 EDRS Price - MF01/PC04 Plus Postage. Contract No.: DEC-0-9-200477-4043 Language: ENGLISH EDRS Price - MF01/PC01 Plus Postage. Document Type: BODK (010) Language: ENGLISH Journal Announcement: RIEAUG76 Journal Announcement: RIEJAN71 The author states in the opening pages of this paper that An expressedpurpose of the Teacher Corps program is to community involvement in educational programming, whether for encourage and assist changes in teachereducation directed children's learning or teacher training. is anabsolute toward better ways necessity for the to prepare teachers for work in areas of development of alternative strategies and concentration of low-income families. Too often community solutions for present and futureeducational problems. The involvement in such programs takes place after most decisions paper reviews some of the ongoing attempts to maintain a broad and plans have been made. As the 1970-72Teacher Corps base . of community involvement in teachar education Guidelines arr followed, programming. most of the new proposals for There are discussions of a number of models as training interns will reflect the typified by selected movement toward programs. followed by program competency-basedprograms. And since the Model Elementar- descriptions by representatives of the respective programs. Teacher Education Programs meet this condition. there will be The modelsunder consideration are (1) Teacher Corps: (2) a close cooperation between the Models and Teacher Corps. The Urban/Rural School Development Program; (3) Follow Through effectivepreparation of Teacher Corps interns requires Program: (4) Community School Concept (Mott Foundation): and participation by the local community in the planning of that (5) The Home School Institute (Trinity College). A community pepatation. The Model Programs, through their component matrix is various utilized as a guide for study and provisions for local responsiveness. consideration., provide an excellent The paper ends with theauthor'sconclusions vehicle for accomplishing these desired and recommendations. (JA) outcomes. As one example, the Georgia Educational Model allocates a segment of thecontinuing inservice education of the teacher to cooperativeplanning by the local community, the teacher and the school system. All three of these would also share in the ED190558 SP016509 implementation of the proficiency modules, and university Community Involvement. credit is designated for these "local-conditions" modules. Smith, Hayden R.. Ed. The past has shown that community participation is CaliforniaTeacher vital. The CorpsNetwork. San Diego.: San Diego present indicates that exciting new models can effectively State Univ.. Calif. facilitate that participation. (JS) Netwoker, v2 n1 Spr 1979 1979 51p Sponsoring Agency: Office of Education (DHEW). Washington. O.C. Teacher Corps. EDRS Price - MF01/PC03 Plus Postage. Language: English Document Type: SERIAL (022) Geographic Source: U.S.: California Journal Announcement: RIEDEC80 This publication features thirteenarticles on community involvement. Several programs and individuals concerned with the role of the community in educational development and improvement are discussed. The main points made in all of the articles are: 1) research on community involvement appears limited, and 2) research "experts"are grass roots people and many academicians tend to shun or fear community involvement. Several programs sponsored by the Teacher Corpsarealso descrit,d. (CO
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ED174724 set of appendixes discussing individual programs, including a 00019653 sample proposal, are included.) (OS) Comunity Participation in Urban Public Schools;An Overview of Issues. Tolliver. J. Howard _1979_ 21p. ED094032 00014347 EDRS Price MF01/PC01 Rlus Postage. Language: English CommmIty-Based Education: A :reacher CorpsModularized Manual for Community Development. Document Type: POSITION PAPER (120) Texas A and I Univ., Laredo.; Zapata Independent School Geographic Source: U.S.; Maryland District. Tex. Journal Announcement: RIEDEC79 1974 77p. , The issues addressed in this paper include: (1) various Available from: Texas A & I University Box 537. Laredo. views of what constitutes a community; (2) thecontroversy Texas 78040 (No price) over the quantity, kind, and division of decisionmakingpowers EDRS Price - MF01 /PCO4 Plus Postage. allotted to community action groups; (3) arguments against and 1 Language: ENGLISH in favor of community participation; (4) characteristics which document Type: CLASSROOM MATERIAL (050) prohibit citizen participation among disadvantagedgroups; (5) Journal Announcement: RIENOV74 the benefits of community participation; and (6) One of the expressed alms of the Teicher Corps project administrative roadblccks to community participation. Specific is to encourage community membei7.5 to develop their own potuntialfor programs such as community schools and the Teacher Corps which self-development. encourage parent The present course on Community-Based and community involvement in educational Education (CBE) planning are also examined. (EB) has been constructed with this goal in mind. The central issues of the course are presented inmodularized format in an attempt to guide the first steps ofcorps members already committed to the task of stimulating projects of community development directly related E0109097 95 5P009346 to education. This guidebook, however, Is not organized to provide informationon Community-Based Education component: A Rural Experience. the community per Mook, John E. se; it is tosuggest methods for the collection of such information and to help in the Emporia Kansas' State Coll. planning of Jul 1975 strategies, for decision-making and action. Methodologically. 33p.; Presentedat the Ninth and Tenth Cycle the course is addressed to coordinate Corps National Conference the aims of the CBE -cOmponent1--- component hith the realities of community needs. ,priorities. Sponsoring Agency: Office of Education (OHEW). Washington; D.C. Teacher Corps. and resources in the educational field, and to elucidate the -- role of the intern in this process. The modules inthis manual EDRS Price - MF01/PCO2 Plus Postage. are designed to Language: ENGLISH shed light on the problems and prospects of community development in South Texas; they have also been Document Type: PROJECT DESCRIPTION (141) sensitized 'to Journal Announcement: RIENOVT5 reflect the percefved needs of depressed rural communities in the Southwest. The main issues,however, derive This report snmmarizes the programs and processes used by Sixth and Eighth from the fieldwork experiences of the interns of the Seventh CycleTeacherCorps projects at Emporia Cycle in Crystal City, Kansas State_ _College in Texas and the communities of Zapata , the formulation of community -ba...ed County. Texas. (Author/JM) education programs. Functions of theprograms include the following: (a) to broaden the base of educational experiences for children, (b) to involve members of the community in the I educational process in order to give credence tothe idea that ------education continues throughout life. ('c) to extend and coordinate existing social servicesto insure thathelp gets to those whoneed it but who are uninformed -about their options, and (d) to give the broadest possible base to a community'sknowledge of what the educational process is by involving community people as teachers and learners. In order todetermine community needs, the following methods were employed: (a) application of community dynamics studies ofthe target communities and their populations. (b) surveys.ano (c) development of instruction which was conceived, organired, and implemented by community people. In order toevaluate the program. a survey and discrepancy evaluation were used by the Teacher Corps teams to determine achievement of objectives. (A 7J DIALOG Filei: ERIC - 66-82/Mar (Item 110 of 637) User 9002 15apr82 1648
ED095151 95 SP008329 ED100867 95 5P008780 Competencies Essential for Diagnosing Reading Difficulties. Competenciesfor Observation and Evaluation of Interns and Teacher Corps Associates: Resources for COTE, No. 6. Student Teachers. Blount, David Northern Arizona Univ., Flagstaff. Atlanta Teacher Corps Consortium. Ga.: Wisconsin Univ., 1972 26p. Madison. Teacher Corps'Associates Program. Sponsoring Agency: Office of Education (DHEW), Washington, 1973 42p.: For related documents, see SP 008 322-333 D.C. Teacher Corps. Sponsoring Agency: Office of Education (DHEW), Washington. EDRS Price - MFOUPCO2 Plus Postage. D.C. Teacher Corps. Language: ENGLISH EORS Price - MF01/PCO2 Plus Postage. Document Type: TEST, QUESTIONNAIRE (160) Language: ENGLISH Journal Announcement: RIEMAY75 Document Type: CLASSROOM MATERIAL (050) - This document contains an instrument and proceduresdesigned Journal Announcement: RIEDEC74 for the observation of Teacher Corps interns. This paper provides statements of teacher competencies The instrument that covers four areas: (a) academic preparation, instructional are essential for diagnosing reading difficulties of learners. preparation, aandpreparation These to meet community needs and statements are organized info three orders of teaching expectations: (b) instructional performance and performance competencies. First-order statements descrite in broad in terms the community; (c) student success and attitudes; and eightkinds of teaching competencies relatad to diagnosis of (d) professional behavior. Prior to observation, the observer and reading difficulties. Second-order 0+z4-_,-:Gots list for each of intern confer to review the instrument, establishspecific the first-order statements the raxt level of specificity of areas of observation, and review lesson or unit plans. During performance. Third-order statements dercribe the next higher the observation the observer should concentrate totally level of on the specificity of the intenc:ed communications of performance of the intern and second-order statements. objectively record all The author states that the lists are observable behavioragreed, onduring the preobservation incomplete and untested and that more accurate lists will conference. After the observation, a session should be held evolve. An 11-item bibliography is included. (PD) to review thoroughly all data recorded by the observer in order to evaluate the performanceof the Intern and to determine remediation that may be required. The intern and observerthen jointly prepare a summary sheet of the evaluation ED09515295 5P008330 which emphasizesdesirablebehavior and levels of competency and Competencies for a Hopi Reservation Teacher: Hopi Background includes agreed-on remediation stated in behavioral terms. Competencies for Teachers. Teacher Corps Associates: Resources (HMD) for CBTE, No. 7. Kalectaca, Milo Northern Arizona Univ., Flagstaff.: Wisconsin Univ.. Madison. Tearher Corps Associates Program. ED141355SP011247 1973 40e.: For related documents, see SP 008 322-333 Competency Area: Instructional Strategies. Sponsoring Agency: Office of Education (DHEW). Washington, Johnson, James R.: Hersh, Richard H. O.C. Teacjier Corps. 1973 60p.: Best copy available EDRS Price, - MF01/PCO2 Plus Postage. EDRS Price - MF01/PC03 Plus Postage. Language: ENGLISH Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIEDEC74 Journal Announcement: RIENOV77 This module cluster is designed to enable intern teachers to Thismodule and the associated activities are designed to acquirekncwledgeof the Hopi village and tribal government, assist the.student teacher in recognizing and in community and service implementing agencies, history, value system, three different instructional strategies. The competencies to religion, and education. The rationale for the nodule cluster be acquired are in lecture-recitation. guided discussion, 4s based-on-the assumption that and thereservationteacher is inquiry. Readings and activities are directed In sucha way as totallyunaware of the Hopi child's culture, history; and to assist students to understand the implications of various language. Thiscluster contains the following modules: instructional behaviors employed in the classroom. The student community description, community history, community value in this modu'e observes, listens, and participates in the system, community religion, and community education. For each classroom, in the field, and independently. (JD) module, the following information is given: objectives, prerequisites, pre-assessment, instructional activities. post - assessment, and remediation. Also included In this module clusterarea list of suggested resources and flow chart of the intern's progress through the various modules. (JA) DIALOG F11e1; ERIC 66-82/Mar (Item 114 of 637) User 9002 15 :4 1649
ED092522 SP008111 an overview of competency-based teacher education focusing in particular on the instructional component.An outline of the Competency Based Education and the Culturally Different: A general characteristics Role of Hope, or More of the Same? of competency-based programs is followed by a summary of the social and historical Mazon, Manuel Reyes; Arciniega, Tomas A. antecedents of the competency-based movement. Part two presents May 1974 28p.; Preliminary draft prepared for a American rationale for the development of the competency-basedapproach Association of Colleges for Teacher Education (Washington, D. in preservice and inservice programs. C., May 1974) Sample moduleclusters are included. EDRS Price - MF01/PCO2 Plus Postage. The concluding section examines the futureof competency-based teacher education and its potentialimpact on Language: ENGLISH. the profession. (JD) Document Type: MISCELLANEOUS (999) Journal Anncuncement: RIEOCT74 Competency-based teacher education is a positiveforce for change which offers educators, university scholars, and ED146123 95 SP011728 students the opportunity to collaborate and to become CompetencyBased Teacher Education. ImprovingLearning meaningfully involved in determining the educationprocess. To the Opportunities. IMPACT Series, No. 4. culturally and linguistically differem:, it offers the Lincoto Public Schools, hope that the monolingual, Nebr.: Nebraska Univ., Lincoln. monocultural nature of American Teachers Coll. schools will change in ways that will allow them more equal 1977 24p.; For related documents, see SP011 878-84 opportunity. Competency-based education has ZWZ: \tvt^active Sponsoring Agency: Office of Education (DREW), Washington, features for the linguistically and culturally diffl'ent: (a) D.C. Teacher Corps. it assures fairnessbecause it is acollaborativeeffort Contract No.: OE 600-750-3580 ' involving the school and the community and (b) its evaluation EDRS Price - MF01/PC01 Plus Postage. method is diagnostic and prescriptive rather than judgmental. Language: ENGLISH The Community. Home. Cultural Awareness, and LanguageTraining Document Type: PROJECT DESCRLPTION (141) (CHCALT) model is an example of a competency-based program Journal Announcement: RIEMAR78 designed to meet the need.: of the linguistically and This booklet, culturally the fourth in a series of eight reporting on different. Th' model was developed for Teacher the tenth-cycle Corps and is t Teacher Corps programconducted by the be implemented in the School of Education at University of Nebraska and the Lincoln Public San Diego St toUniversity as .a School System, program for a Specialist describes the rationale behind the Credential. he CHCALT teacher training model is divided into selection of a competency-based teacher education format four basiccomponents; (a) as majorprogram Philosophy of Education for the emphasis and the development of twenty-three Culturally nd Linguistically Different: (b) recommended SocioGultural competencies. Six phases involved in the teacher education Awareness -'Home andCommunity Based; (c) Oral Language and Program are p-esented: competency develGpment, demonstration, Assessment Techniques; and (d) Diagnostic andPrescriptive assessment, Strategies/. (HMD) teacher placement and certification, and staff development. Guidelines for the assessment of thecompetencies are also- presented. Appendices to the booklet provide: (1) format for a competency demonstration profile: (2) representative ED183559 pages from indicator sheets of teacher SP015798 competencies; (3) Competency Based a sample competency profile summary for the Education: Toward Improving Patterns of twenty-threecompetencies; Instruction. (4) a sample teacher competency profile; (5) Franc. Lillian H.; And Others a student teaching reference sheet; and (6) a 1978 211p. sample appraisal form for the Teacher Corps Intern. (MJB) Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Teach r Corps. Grant . G0075-20273 Available from; New England Teacher Corps Network, Box 550. Durham, NH 03824 EDRS Price - MF01/PC09 Plus Postage. Language: English Document 'me: PROJECT DESCRIPTION (141); RESEARCH REPORT (143): BOOK (010) Geographic Source: U.S.; New Hampshire Journal Announcement: RIEJUL80 Thisbook is designed as a basic text for gaining an understanding of competency-based education. Partone presents DIALOO File': ERIC - 66-82/Mar (Item 117 of 637) User 9002 15apr82 1650
instructional modules and varied learning environments. c) 6065483 24 SP005810 to develop a competency-based curriculum with stated objectives Competency-Based Education Development Project. Final andperformance Report. criteria, d) to provide for greeter interdisciplinary involvement in teacher education program:. Estes, Kenneth A. and. e) to create more effective prototypic evaluation Dec 1971 23p. schema. Interns were asked to respondat tl.ee times Sponsoring Agency: National Center for Educational Research during their training comparing ideal competency-based programs 'with and Development (DHEW/OE). Washington, D.C. traditional programs. Bureau No.: BR-0-8060 In each case the ideal competency-based program was rated much higher. Twice the interns were asked Grant No.: OEG -0- 70-4537(715) to rate the Oakland University Programs and both timerthey gave EDRS Price MF01/PC01 Plus PoStage. high ratings. Language: ENGLISH Staff members in the Oakland University Teacher CorpsProject wereasked to review the program's ability to Journal Announcement: RIENOV72 achieve the goals of the project. The purposes of the project at Western Kentucky University The response was favorable in every situation. The study attests were a) to serve as a data-collection agency for the National to the value of competency-based instruction. Appendixes include Project. b) to assist the Teacher Corps faculty in developing a response form andan observationsheet used during the study. Also competency-based instruction, and c) to monitor the provided is a prospectus for a modularprogram topresent effectivenessof the competency-based instruction provided by literature to children. (MJM) the teacher education faculty. Three indicators toascertain "'the degree of success were employed: a) intern feedback, b) organization of a competency-based curriculum and c) degreeof faculty involvement. Measurement instruments included a ED090178 SP007907 questionnaire. op1n1onnaire, and interviews administered to 36 Competency-Based Teacher Education: A Beginning. Teacher Corps Interns. Although ii of the 36 original Teacher Brent. George: And others Corps Interns terminated thew association with the program Glassboro State Coll., N.J. for various reasons, it is the feeling of the Teacher Corps 1972 8p.; See related documents SP 007 908-913, SP 007 directors that if the competency-basedprogram hadbeen 915-918, SP 007 920-921, and SP 007 933 institutedearlier in the program, it Would have met with Sponsoring Agency: Office of Education (MEW), Washington, greater success. Data obtained suggested that the interns D.C. developed a positive overall feeling toward competency-based EDRS Price - MFO1 /PCO1 Plus Postage. instruction and the program. Intern responses indicated that Language: ENGLISH they "agreed" that competency-based edu.qation was superior to Journal Announcement: RIEAUG74 traditional education. The project stimulated seven of the This document describes the competency-based teacher education faculty to become teacher involved in educationprogram developed as a joint effort between competency-based teacher education. Appendixes aro included. (Author/MJM) Glassboro State College and the Camden City School Systemin a Teacher Corps project. The followingcompetencies for , elementary teachers, developed for the project,are listed and described: a) competence in instructional skills. b) competence in learning theory, c) ED061179 5P005627 competence in materials and programs, and d) competence in establishing a positive school Competency-Based Education Development Project. Final environment. The Report. competencies are taOght through the use of module clusters: the design of module clusters is described. Lougheed. Jacqueline I. (JA) Michigan State Univ., Rochester. Oakland Univ. Aug 1971 42p. Sponsoring Agency: National Center for Educational Research and bevelopment (DHEW/OE). Washington. D.C. Bureau No.: BR-0-8062 Grant No.: OEG-0-70-4536 EDRS Price - MF0i/PCO2 Plus Postcge. Language: ENGLISH Journal Announcement: RIEJUL72 This stuoy investigated a competency-based project for instructing teacher corps interns. The specifi goals for the project were to develop and use competency - based instructional materials. The specific object''s were a) to bring about role changes for faculty, b) tc snge from course structure to b DIALOG Filel: ERIC - 66-82/Mar (Item 120 of 637) User 9002 15apr82 1651'
applications. (Author/RE) ED098145 95 5P008486 Competency-Based Teacher Education: An Overview 4 Webel-. Wilford A. Syracuse Univ., N.Y. School of Education. ED196844 Oct 1970 5P016492 14p, Consultant Training Sponsoring Agepcy: Workshop for Change Agents. A Bureau of Educational Personnel Participant's Manual. Development (DHEW/OE). Washington, D.C.; National Center for , Carroll, Larry; And Others Educational Researchand Development (DHEW/OE). Washington. Rocky Moyntain Teacher Corps Network.'Landers,Wyo. D.C.: Office of Education (DHEW). Washington. D.C. Teacher Corps. 59p.: Not available in paper copy due to small print. Sponsoring Agency: Office of Education (DHEW). Washington Available from: Script, slides, and audio tapeare available D.C. Teacher Corps. from Dr. Wilford Weber, Education Building 450. University of EDRS Price - MF01 Plus Postage. PC Not Availablefrom EDRS. Houston. Houston, Texas 77004 ($52.00. payable to Dr. Weber) Language: English EDRS Price - Mf01/PC01 Plus Postage. Document Type: NON-CLASSROOMMATERIAL (055); PROJECT Language: ENGLISH DESCRIPTION (141) Document Type: MISCELLANFOUS (999) Geographic Source: U.S.; Wyoming Journal Announcement: RIEMAR75 Journal Announcement: RIEMAY81 This is a script that was designed for a set of mediated This manual is designed ;or use in a workshop materials Intended on leadership to Introduce the concepts which are basic training. A discussion to competency-based teacher education (CBTE). is given on the interaction between The materials individuals that produc'3s change in both personal consist of 115 35mm .slides. behavior and a 22-minute cassette audio tape. gradual changes in orga*Izatlonal structures. and this script. Each page contains two columns. Theories ar4 one for presentedon methodsof bringing about desired change. The visual descriptions, the other for audio. The audio major theory under consideration is that ofuSing the human description defines knowledge, product, and performance life cycle as an example of gradual change, from the complete criteria; compares competency-based programs to traditional immaturity of the infant to the independent maturity of the programs; defines Instructional and expressive objectives; and adult. describes the use of instructional modules. Finally, the It is suggested that developing a style of leadership, audio similar to the parent-child relationship, that takes into stresses the advantages of the field-basea component of CBTE as opposed to traditional programs. (JA) consideration the individual growth and development ofworkers will lead tosuccessful organizational growth and increased 41. personal job satisfaction. Included in this manual are group activities for increasing decision making skills, a leader ED191743 effectivenesemodel, and suggested methods of self analysis SE032874 for leadership potential. (JD) Conservation Activities Related to Energy: Energy Activities for Urban Elementary Students, K-8. Schmidt, Joan S.; And Others Beaver Coll., Glenside, Pa.: Office of Education (DHEW), Washington. D.C. Teacher Corps.: PhiladelphiaSchool District. Pa. 1980 161p. Sponsoring Agency: Department of Energy, Washington, D.C. Office of Education, Business and Labor Affairs. Grant No.: DE-FG05-80IR10958 EDRS Price - MF01/PC07 Plus Postage. Language: English Document Type: TEACHING GUIDE (052) Geographic Source: U.S.; Pennsylvania Journal Announcement: RIEJAN81 7o06sented are simple activities, experiments. and de nstrations relating to energy conservation in the hor'... Activities are divided into four areas: (1) kitchen., (2) house, (3) transportation, and (4) .heating and cooling. The material has been designed to require a minimum of preparation. Activity and game masters are provided. Activities maybe adapted to meet individual skill levels of Students. Theory is presented to lead logically to practical Vi 1-) DIALOG Filet: ERIC - 66-82/Mar (Item i. --7) User 9002 15a0r82 1652
with each other and with the qualitative ED203543 andquantitative EC132807 data. A procedure was developed for reducing the data and Consultant Trbining Workshop: facilitator's Manual. at the same time isolating each Intervention for further study. Carroll, Larry; And Others (Author/JM) Rocky Mountain Teacher Corps Network, Landes, Wyo. .1980 196,; P-int is small. for rotated documents, see EC 132 801409. Sponsoring Agency: Office of Education (DHEW), Washington. ED146167 95 SP011880 D.C. Teacher Corps. Contracting: A NewTeamApproach. Improving Learning EDRS Price - MF01/PC01 Plus Postage. Opportunities: IMPACT Series, No. 3. Language: English Lincoln Public Schools, Nebr.; Nebraska Univ.. Lincoln. Document Type: NON-CLASSROOM MATERIAL (055) Teachers Coll. Ge6graphic Source: U.S.; Wyoming 1977 15p.: For related documents, see SP011 878-84 and 728 Journal Announcement: RIENOV81 Sponsoring Agency: Office of Education (DHEW). Washington. The Vacilitator's manual outlines a workshop schedule for D.C. Teacher Corps. training consultants in special education. Theworkshop is Contract No.: OE 600-750-3580 divided ifito two phases (change and leadership) with units EDRS Price - MF01/PC01 Plus Postage. which cover the following topics: resistance to change or to Language: ENGLISH the change agent, levels of change, the change cycles. change Document Type: PROJECT DESCRIPTION (t41) processes, competition and confrontation. two Journal Announcement: RIEMAR78 dimensional/trail versus situational leadership, the Ohio This booklet is the third in a series of eight reportingon State study to define empirically leadership behavior, and the the tenth-cycle Teacher Corps program in the Lincoln, Nebraska effectiveness dimenstion of leadership. Step by step public school system, and details directions the role contracts and give alloted times for conducting various workshop contracting play in the learning process. Key activities. (SB) concepts in contracting are enumerated and - speoific processes are discussed as they relate to instructional citrniernitunity___ contracts, and school-university contracts. The Contract Request Form (Appendix A) and the Contract Form E0I82802 EA0i2363 Appendix B) provide a means of recording the 6ontr...:ting process. Context and ReAearch Plan for Analysis of Interventions Evaluation is recorded on individual and group profile forms Two-Year Study of Innovation Implementation. (for learners) and on the TeacherCompetency Profile (for Hord. Shirley M. teachers) (Md6) 1i Apr 1979 24p.; Paper pres?nted at the Annual Meeting of theAmerican Educational Research Association (San Francisco. CA. Apr. 8-12, 1979) EDRS Price - MFOI/PC01 Plus Postage. Language: English Oocument Type: CONFERENCE PAPER (150); RESEARCH REPORT (143; Geographic Source: U.S.; Texas Journal Announcement: RIEJUt80 this paper reviews objectives. methodology, and data analysis procedures' of a study concerningeducational innovation. This research, part of the ProceJures for Adopting Educational' Innovations (PAEI)Program at the U versity of Texas at Austin, was undertaken to study intorventions and their effects. It was considered a first step 'ndetermining what actions canbe taken to assist inuividuals in their efforts at implemenOng an innovation. The initial objective of the researchwas to develcp a taxonomy of interventions. The particular innovation looked at in the study was a Teacher Corps Project 1ocated in a junior high school in auniversity town. An onsite ethnographer documented interventions at the siteand these datawere utilized to conceptualize and chmracterize the emerging taxon6my of interventions. Tentative clas.;ificationcategories were,def-fried using field data. In accomplishJng this task, definitional and conceptional issues were the focus of dynamic interactions of'the program staff 4 ) V c1 DIALOG Filet: ERIC - 66-82/Mar (Item 126 of 637) User 9002 15apr82 1653
Thie course syllabus is one of over 80 developed and written E0129805 95 SP010520 by the Henry County School System (Tennessee) as part of a Costs, Benefitsand/orLiabilities Model for the Western Teacher Corps demonstrationproject. These syllabi provide Washington Stat., CollegeTeachersCorpsTeacherDesigned specific descriptions of what is to be learnedand at what Inservice Project. level the student is expected to perform. The art course McIntyre. Patrick J. described here is available for students who havecompleted Western Washington State Coll., Bellingham. two semesters of art or its equivalent. The time frame for the Sep 1976 6Cp.; For related document, see SP 010 521 lesson units is: (1) basic design, five weeks: (2) drawing, Sponsoring Agency: Office of Education (DHEW). Washington. three weeks; (3) acrylic and oil painting, five to six weeks; D.C. Teacher Corps. (4) sculpture, three weeks; (5) ceramics, six weeks; (6) EDRS Price - MFOI/PC03 Plus Postage. printmaking, three weeks; (7) commercial design and graphics, Language: ENGLISH three weeks: (8) textiles and weaving, four weeks; and (9) at Document Type: PROJECT DESCRIPTION (141) history and appreciation, one to two weeks. Unit objectives, Journal Announcement' RIEFEB77 student responsibilities, and learning activates are outlined, The Western Washington State College TeacherCorps Project as well as equipment, media materials, and community resources (WWSC/TC) has developed a teacher designed inservice model as for additional supplies. The student evaluation procedure is part of its Ninth Cycle program. The model is based on a explained, and includes classroom observation, discussion, and collaborative approach to inse:vice education, in which the tests. (FG) teacher is Able to draw on the resources of an institution of higher learning, a local education association, and a teacher association eor design, implementation, and evaluation of his/her inservice model. The purpose of this document is to ED207935 SP018337 describe the preparation and present state-of-the-art of the Course Syllabus for Grades 9-12, Art. Art I. cost benefit model-for the inservice project. The term "cost" Henry County Public Schools, Tenn.; Murray State Univ., Ky. signifies the specific dollar value that might be assigned to 1980 13p.; For related documents. see SP 018 338 and SP an activity or material. "Benefit" and "liability" indicate 018 355-356. value judgments placed on institution, training, environment. Sponsoring Agency: Office of Education (DHFW), Washington. or programs of Interest to teachers and/or administrators, for D.C. Teacher Corps. which a dollar amount cannot be assigned. The document (1) EDRS Price - MFOI/PC01 Plus Postage. reviews the cost, benefit, and liability model for the Language: English Individual teacher contracts and discusses budget and funding Document Type: NON-CLASSROOMMATERIAL (055); PROJECT slurces: (2) reviews cost, benefits, and liabilities for the DESCRIPTION (141) 1...service consortium, with a discussibn of its fundings and Geographic Siurcel U.S.; Tennessee functions; (3) reports on some initial coat stt.dies in which Journal Announcement: RIEFEB82 the models havebeen applied; and (4) comments on the The syllabus described here is one of over 90 developeiand application of cost studies to the WWSC/TC model. Three written by teachers in the Henry County School System appendices are included (1) a sample teacher contract; (21 a ( Tennessee) for subjects taught in grades 7-12 as part of a catalogue description for a problem-solving practicum in TeacherCorps demonstrationproject. The purpose of the action researc*1 to identify specific needs of a target school; project is to assist students in achieving a minimal and (3) a general fund expenditure classification for the _ompetency in their coucses by stating the specific model. (MB) requirements for each course at each grade level. The course out:tried here is a one-yearbeginning art program with sections on: (1) design elements; (2) two-dimensional design fundamentals; (3) organizing and drawing visual images; (4) ED207936 5P018338 painting; (5) commercial art; (6) printmaking; (7) ceramics, Courrz Syllabus for Grades 10-12, Art. Art 2 v. 3. basketry, and sculpture; and (8) art history. A section on Henry County Public Schools, Tenn.; Murray State Univ., Ky. craft techniques is optional. Learning materials Are ;Isted, 1980 19p ; For related documents, see SP 016 337 and SP and the student evaluation criteria and methods of reporting 018 355.356. to students and parents are described. (FG) Sponsoring Agency' Office of Educatior, (0:!EW). Washington, D.C. Toac"er Corps. EDRS Price - MF01/PCOI Flt.s Postage. Language: English Document Type NON-CLASSROOMMATERIAL (055); PROJECT DESCRIPTION (141) Geographic Source. U.S.; Tennessee Journal Announcement. RIEFEB82 DIALOG Filet: ERIC - 66-82/Mar (Item 129 of 637) User 9002 15apr82 1654
demonstrate certain abilities to the satisfaction of the E0207938 SP018356 teacher, such as the correct use of breath control, and Course Syllabus fod' Grades 9-12, Music. Band. singing in various styles and tonations. Thecriteria and Henry County Public Schools, Tenn.; Murray State Univ., Ky. methods of evaluating students are given. (FG) 1980 100.; For related documents, WOO SP 018 337-338 and SP 018 355. Sponsoring Agency: Office of Education (DHEW), Washington, D.C. Teacher Corps. ED129735 95 SP010448 EDRS Price - MFOUPC01 Plus Postage. Creative Autnarityand Collaboration. A Collection o. Language: English Position Papers. ISTE Report IV. Document Type: NON-CLASSROOMMATERIAL (055i; PROJECT 'larger, Sam J.; And Others DESCRIPTION (141) National Center for Education Statistics (DHEW), Washington, Geographic Source: U.S.; Tennessee D.C.; Office of Education (OHEW), Washington, D.C. Teacher Journal Announcement: RIEFEB82 Corps. Teachers in theHenry County Public School System Jun 1976 176p.; For related documents, see SP 010 446-449 (Tennessee) developedandwrote over 80 course syllabi for EORS Price - MF01/PCO8 Plus Postage. most subject areas taught in grades 7-12 for aTeacherCores Language: ENGLISH demonstration project, The intent of the project was to inform Document Type: RESEARCH REPORT (143) students and parents of specific requirements in each subject Journal Announcement: PIEFEB77 at each grade level. This outline is written for a band course The Inservice Teacher Education (ISTE) Concepts Study was for which the prerequisite is that the student have some designed to stud/ the data needs in thisarea and to playingexperience. The course objectives include developing conceptuallie the area in such a way that the Teacher Corps the student's ability to work with a lage groupandperform could guide its activities more effectively in light of the increasingly difficultmusic. By the end of the year, the factsandopinions of the field. Report IV deals with the studers should achieve a minimum level of competence in problems of creative authority and collaboration. Eight papers recognizingmusic vocabulary, tne principle forms of music, are'presented, each giving a different perspective on the and the different instruments, and be able to produce a rich. development of collaborative models. Sam J. 'larger describes a full tonewith reasonable facility and accuracy. The course . complex model for identifyingpopuiations and determining requirements, learning materials, and learning activities are goals in relation to a variety of issues. James Boyer presents listed, including voluntary and advanced studies. The criteria a model that canbeused to sort out the varieties of and methods for student evaluation are reported. (FG) inservice teacher education and its governance focusing on the need for multicultural education. Kenneth R. Howey presents an analysis of a teacher center developed by the Minneapolis Public Schools and theUniversity of Minnesota to prepare E0207937 SP018355 teachers to operate in open classrooms. A group of papers Course Syllabus for Grades 9-12, Music. Chorus (I-IV). deals with three, aspects of social chinge which arebecoming Henry County Public Schools, Tenn.; Murray State Univ., Ky'. increasingly important to the creation of inservice teacher 1980 9p.; For related documents, see SP 018 337-338, and educationprogrems: job sharing, current and pending SP 018 356. legislation; and the problems generated by the extension of Sponsoring Agency: Office of Education (OHEW), Washington, the school downward to include younger children. Papers D.C. Teacher Corps. representing the views of the American Federation of Teachers MRS Price - MF01/PC01 Plus Postage. and the National EducationAssociation regarding inservice Language: English teacher education are also presented. (JM-) . . Document Type: NON-CLASSROOMMATERIAL (055); PROJECT DESCRIPTION-(141) Geographic Source: U.S.; Tennessee Journal Announcement: RIEFE882 Teachers in the Henry County Public School System (Tennessee) developed andwrote over 80 course syllabi for most subject areas taught in grades seven through twelve as pert of a Teacher. Corps demonstration project. This syllabus is intended to Inform students and requirements at elach grade level of a four-year chorus pro ram. The course objectivesand activities are listed, and thw time frame for each of the four years is outlined. The music skills and theory to be learned include musical terms, choral techniques, and - sight singing. In addition, the student is expected to DIALOG Filel: Enic - 66-I2/Mar (Item 132 of 637) User 9002 15apr82 1655
rationale behind TEC's; (2) the extent of collaboration and EDO33911 SP003286 participation of TEC users: (3) the description ofprograms or Creative Developments intheTraining of Educational activities of TEC's; and (I) Personnel. the adequacy and availability of resources a given TEC ma/ or may not provide. This document Office of Education (DHEW), Washington. D.C. Bureau of describes the theory and design of the evaluation methods Educational Personnel Development. and criteria and includes discussion of 1969_ 92p. the conceptual views involved in the Florida TEC program. A bibliography of 13 EDRS Price - MF01/PC04 Plus Postage. sources is appended. (LH) ,Language: ENGLISH Journal Announcement: RIEMAR7O This collectionof 44 program descriptions, compiled from reports solicited from directors throughout the nation, is ED12973G 95 SP010449 intended as a referencesource on a variety of alternative Culturg! Pluralism andSocial Change. A Collection of approaches to the training of various educational personnel. Position Papers. ISTE Report V. Each entry includes listing of collaborating agencies, Brandt, Richard M.; And Others director's address, and funding sources (most were at least National Center for Education Statistics (DHEW), Washington, partially funded through the U.S. Office of Education). Eight D.C.; Office of Education (DHEW), Washington, D.C. Teacher descriptions are in the "Basic Studies" category including Corps. programs for teachers of Englishas a second language, Jun 1976 189p.; For related documents, see SP 010 446-448 industrial arts, math and science. music, and social studies; EDRS Price - MF01/PC08 Plus Postage. several focus on disadvantaged groups. Nine are in the Language: ENGLISH "Special Projects" category, several on specific training Document Type: RESEARCH REPORT (143) techniques (e.g., Mobilabs, minicourse, team internship). Journal Announcement: RIEFEB77 Three report Teacher Corps programs for specific trainee The eight papers in the groups. One report are tied together by the of two descriptions fall into each of these theme of pluralism and social change categories: in an attempt to Early Childhood, Educational Admi 1stration. determine information needs in the area of inservice teacher Trainers of Teacher Trainers, Special Educatio . Support education (ISTE) and to identify the contemporary issues Personnel, Teacher Improvement through Curriculum D velopmert. surrounding ISTE. The first three papers describe Teacher Leadership Development, case studies and Vocational andTechnical of substantial efforts in inservice education: a thirty-year Education. An index provides further breakdown Int specific child study movement devoted to the proposition that project focuses or approaches, e.g.. there are differentiated staffing. enormous individual differences among childrenwhichcanbe urbanand inner-city, communityexperience. sensitivity fullyappreciatedonly training. media. (JS) in the context of each child's total personality; the Urban/Rural Program efforts to generate comminity-oriented inservice teacher training programs; and the attempt of Montgomery County. Maryland, public schools to mount a comprehensive teacher ED178493 SP014837 education program that would represent the needs both of thedistrict Criteria for and of individual Evaluation of TeacherEducationCenter teachers. Twopapers address the future: Programq. a description of alternative conceptions and definitions of .1nserviceteacher Setranpwalla, Zohra K.; Drummond, William H. educationandsuggested languages Apr 1979 76p. which would permit us to talk coherently with one another using a wide variety of Sponsoring Agency: Florida State Dept. of Education. concepts: and a speculation on the meaning of general cultural' Tallahassee.; Office of Education (DHEW), Washington. D.C. change. Three papers explore multicultural education. (JMF) Teacher Corps. Contract No.: G007700121-A01 EDRS Price - MF01/PC04 Plus Postage. Language: English Document Type: PROJECT DESCRIPTION (141) Geographic Source: U.S.. Florida Journal Announcement: RIEMAR80 In compliance with the Teacher Educ.tion Center Act of 1973 (Ss,:tion 231.608. Florida Statutes), a selectgroup of Florida educators, Department of Education members. and State Council on Teacher Education Centers (TEC's) representatives developed proposed criteria for both the evaluation of teacher centers and evaluationof the eve uation methods. Theproposed criteria explored four areas of TECassessment: (1) the DIALOG Filei: ERIC - 66-B2/Mar (Item 135 of 637) User 9002 15apre2 1656
Research in Teacher Education. E0102117 95 'SP008897 2 Jul 1971 9p. Curriculum Building. Cognitive Development re. Competency Sponsoring Agency: Office of Education (DHEW). Washington, Based Teacher Education. TTL-001.03 (USC).- D.C. Teacher Corps. Heffernan-Cabrera. Patricia: And Others EDRS Price - MFO1 /PC01 Plus Postage. University of Southern Cal1tornia, Los Angeles. Language: ENGLISH 12 Sep 1971 42p. Document Typo: CLASSROOM MATERIAL (050) Sponsoring Agency: Office of Education (DHEW), Washington, D.C. Teacher Corps. Journal Announcement: RIEMAY75 EDRS Price - MF01/PCO2 Plus Postege. This module 18 designed to assist a participantin evolving the organization of Language: ENGLISH a value system that supports competency-based teacher Document Type: CLASSROOM MATERIAL (050) education (CBTE). The enabling Journal Announcement: RIEJUN75 objectives for this module are as follows: (a)the participant recognizes theelements of CBTE by entering into discussions Thismodule allows for an initial experience from which an aboutnew ideas in teacher education and by inductive analysis will reveal elements ofa learning responding module. willingly andwithpleasure, to dialogue The participant will then enter the planning phase for the about changes in teacher education and (b) the participant values the elements development of module designing. This module iscompleted when of CBTE by advocating CBTE as a basis for evolvingchange in the participant designs his own learningmodule. The module teacher education and by activelysupporting the itself includes the following: a preassessment.which presents merits of CBTE. The terminal objective of this module is that the diagnostic self -tests to help deter, ne the participant"s knowledge and participant will demonstrate commitment to CBTEbymaking a capabilities; a description of enabling statement which incorporates the major concepts elements, whichdescribes the of CBTE and by steps for completing this expressinga preference for participation in CBTE efforts module: and a postassessment, which evaluates the learning and a willingness to contribute to its growthanddevelopment. module that the participant- tas written. (PB) (The document includes prerequisites for the module; a description: a flow chart; steps for completing the module. including reading assignments: and a description of enabling activities, pre- and postassessment. and remediation.) (JA) ED100888 95 SP008811 Curriculum Building. Cognitive Development re. Cowetency Based Teacher Education. EE 001.03.9.1-EE 001.03.9.6. Heffernan-Cabrera, Patricia: And Others ED102157 95 SP008943 University of Southern California. Los Angeles. Center for Research in Teacher Education. Curriculum Development: StrategiesforChange CD001. (USC-U). Delinquency: 12 Sep 1971 Causation, Learnt% and Curriculum CD 68P. 001.01 (USC-U) Sponsoring Agency: Office of Education (DHEW), Washington, D.C. TeaCer Corps. Gremfin. Annette M.: And Others University EDRS Price - MF01/PC03 Plus postage. of Southern California. Los Angeles. School of Education. Language: ENGLISH Nov 1971 32p. Document Type: CLASSROOM MATERIAL (050) Sponsoring Agency: Journal Announcement: RIEMAY75 Office of Education (DHEW). Washington,. This D.C. Teacher Corps. competency-based teacher education cognitive EDRS Price ,.. MF01/PCO2 Plus Postage. development module consists of a curriculum building Language: ENGLISH component. Enubling elements of the module encompasswriting behavioral Document Type: CLASSROOM MATERIAL (050) objectives. classifying objectivesby criteria Journal Announcement: RIEJUN75 type. designing flow charts. developing assessmentprocedures, This module is the first in a curriculumdevelopment specifying enablingactivities, andoutliningmoduleand component. It is designed to enable prospective teachers to component format. Each element of the module presentslearning develop curricula for aelinquency prone youth. The activities. assessment criteria. and a specified sequence of prospective activities when appropriate. (MJM) teacher is presented with an overview of learning theoryafter an exploration of delinquency causation providing him/herwith greater insight as a basis for curriculum planning.The module itself includes steps for completing the module. a preassessment, a EU100860 SP008772 description of enabling elements. a postassessment, and a remediation. Therm is 'also a Curriculum &Aiding; Affective Development re. Competency bibliography. (PB) Based Teacher Education. TTL-001.02 (USC). Heffernan-Cabrera, Patricia: Tikunoff, William John University of Southern California, Los Angeles. Center for
(A t../I nIALoo File': RIC - 66-82/Mar (Item 142 of 637) User' 9002 15apr82 1658
Journal Announcement: RIEMAY75 E0186415 SP016032 Thepurpose of this learningmodule developedat the Deans as Teachers in the Field. University of Houston is Pine, Gera'! to aid the prospective teacher in defining problems so that decision making can be handledin a New England Teacher Corps Network, Portsmouth. N.H. flexible manner. The student is presented with five Apr 1980 20p. situations andasked to define the problem from the point of view ofthe EDRS Price - MF01 /PC01 Plus Postage. student, the teacher, and the parent. Language: English Themodule hasno prerequisites, no enabling objectivee, and no preassessment Document Type: PROJECT DESCRIPTION (141) procedures. The terminal objective is exploratory in nature. Geographic Source: U.S.: New Hampshire (HMO) Journal Announcement: RIESEP80 The everiences of three collegedeanswhoconducted field-based ineervice courses arerecounted. Courses were conducted in the needs of exceptional children, multicultural ED10088295SP009804 education, community responsibility fx, change. and Decision Making 3. Affective 9.0. supervisory skills. General descriptions of course content and Ward, G. Robert, Comp.; Borgers, Sherry 8., Comp. reactiois of participants are interspersed with introspective Houston Univ., Tex. Coll. of Edur, ion. reflections on ways to improve serv'ces offered by Colleges of 1972 25p.; For related documen.4. see SP 008 803-806 education to sites removed from the campus. (JD) Sponsoring Agency: Office of Education (DHEW), Washington, D.C. Teacher Corps. EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH ED100941 95 SP008872 Document Type: CLASSROOM MATERIAL (050) Decision Making II. Affective B.O. Journal Announcement: RIEMAY75 Borgers, Sherry 8., Comp.; Ward, G. Robert. Comp. This competency-based teacher educationmodule Houston Univ., Tex. Coll. of Education. focuseson decision making. It is stated that in this module the 6p.; For related documents, see SP ,13()8 803 -806, 867-871, participant will make a tentative counitment towaiC_ certain 873-875 courseof action, receive feedback from his/her surroundings Sponsoring Agency: Office of Education (DHEW). Washington. and peers as to the adequacyand D.C. Teacher Corps. appropriateness of the commitment, then reshape tha commitment into a different form EDRS Price - MFOI/PC01 Plus Postage. as he/she learns more about himsel /herself andenvironment. Language: ENGLISH The module centers around an activity called the "In- Basket." Document Type: PROJECT DESCRIPTION (141) To this activity the, participant is given information Journal Announcement: R1EMAY75 about an imaginary situation through a series of letters.memos, notes, TeaCheraarecontinuously faced with decisions, and often and other material. He or she is then asked to makea decision there is no one correct solution or answer.Therefore it is from a teacher's point of view. (JA) important for the teacher to be able to examine a situation and 'consider manyalternative solutions beforGmakinga decision. This module is designedto give the learner an opportunity to consider situations andgenerate alternatives through various activities, including groupdiscussion, vesentation of a video tape which the learner has made, and participation in teaching situations and teaching decisions. (ML1M)
E0100883 95 SP008805 Decision Making 1. Affective 7.0. Ward, G. Robert, Comp.; Borgbrs, Sherry B.. Comp. Houston Univ., Tex. Coll. of Education. 10p.; For related documents, see SP 008 803-806 /: Sponsoring Agency: Office of Education ((MEW). Washington, D.C. Teacher Corps. EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) 93 DIALOG Filei: ERIC - 66-82/Mar (Item 139of 637) deer 9002 15apr82 1657
ED095146 95 SP009324 attitude.. and general attitude ofthe corpsmen during and at the endof the program. CurriculumSpacielist's Role in Enabling Interns To Acquire Another section outlines changesor innovations brought about by the program: and Demonstrate Mastery ofTeachingCompetencies. teachingand Teacher curriculumchanges in the pub14p schools and in the college Corps Associates: Resource3 for CUE. No. 3. and institutional Watson. Joseph; Spriggs, Harold K. changes in vdoursedevelopment, degree District of program, certification, admission requirements, and community ColuMbla Public Schools. Washington, D.C.: links. Two sections describe the program in the communities Wisconsin Univ., Marhson. Teacher Corps AssociatesProgram. andschools 1973 in which interns worked, noting suggestions for 21p.; For' Ilated documents, see SP008 322-333 improvement. Sponsoring Agenc): Included are tnterns' descriptions of the Office of Education (DHEW). Washington, communities; D.C. Teacher Corps. an outline of community work within theprogram schedule (preservice, inservice first year, interim summer, EDRS Price - MFO1 /PCO1 Plus Postage. and inservice Language: ENGLISH second year); and descriptions of corpsmen's Document Typo: CLASSROOM MATERIAL (050) inservice school involvement in each ofsix schools. (JS)
Journal Announcement: RIEDeC74 trI This document focuses on the role of thecurriculum specialist as an advisor to interns in their attempts to ED11564595 SP009716. acquire and master teaching skills. The curriculum specialist Cycle has responsibility 8 Teacher Corps Project. September, 1973 to August, for the training of interns and for 1975. Final Report. determining if the internhas met all of the teaching , Iowa Univ., Iowa City. competency objectives. The major portion of the document is .1975 204p. devoted to a hart which presents five teaching competencies. their specific objectives, Sponsoring Agency: Office of Education (DHEW).Wathington. related courses of study, intern D.C. Teacher Corps. activities, and the activities of the curriculumspecialist in support of the EDRS Price - MFOI/PC09 Plus Postage. 'altern. The five competencies state that Language: ENGLISH interns will be able to: (a) facilitate human relations in al Document Type: PROJECT DESCRIPTION (141) areas of their professional responsibility, (b) demonstrate mastery of knowledge Journal Announcement: RIEAPR76 necessary to implement effective This As the instruction, (c) plan and implement Instruction final report of the Cycle 8 Teacher Corps effectively to Project of the University of Iowa. meet the educational needs of their students, The project was designed (d) evaluate' for 20 bilingual interns, their attainment of specified teaching competencies based all third and fourth year on undergraduates. The cooperating teachers were student re:hieveoent. and (e) demonstrate knowledge and use of selectedupon the recommendation of local zuperintendents and principals. research techniques necessary to implement research objectives. (HMO) The planning period of the programwac August 1973 to May 1974. The interns completed their preservice in AuguSt 1974 and immediately began the inservice periodworking invarious communities. Each intern experienced working inboth the -lower ED041825 and upper elementary grades. During theinnervice, the interns SP004067 were Cycle II Teacher Corps. Joint Proposal-Final involved in developing prcposals for cummunity projecfs. Report. Dusting the 1975 summer session, they, completed Escondido Union School District, Calif.: San Diego City all work required for the bachelor's degree and/orcertification. its a Schools, Calif.: San Diego State Coll., Calif.; Santee School result of District, Calif. the project, competency-based andfield-based .1969 46p. teacher training programs were seen to be viableapproaches to teacher education. Sponsoring Agency: Teachers Corps. BEPD. The project appear to have an impact on the schools and communities served. (App ed to thisre ert EDRS Price - MFOI/PCO2 Plus Postage. ' arean excerpt from Language: ENGLISH An Analysis of Extends riods for Teacher Corps Projects ;" Journal Announcement: RIEDEC70 module clusters; a list of advisory committee members, interns, and cooperating Thisdocument reports the 2-year Cycle II Teacher Corps teachers: program in which San Diego orientation activities; grading procedures and an evaluation State Collegeand three school form; a letter of explanation regarding Teacher Corps grading districts (San DiegoUnified, Santee, and Escondido) procedures; faculty summaries of Teacher Corps modules; and cooperated to develop dedicated teachers (with M.A. degrees) program evaluation forms.) (PC) prepared to teach in disadvantaged communities. Objectives of the program are listeti.including Ahat of meeting needs of the communitiescontaining low-income populations of rural Mexican-Americanfarm workers and inner-city Negroesand Western Europeans. Theevaluation section of the report summarizes assessments of professional knowledge. teacher DIALOG Filet: ERIC - 66-82/Mar (Item 146 of 637) User 9002 15apr82 1659
0 institute; 5) the participants' En140810 IR004888 assessmentof ItheCMTI experience: ; and 6) the impact of CMTI onparticipants' local Deriving Instructional Objectives for Teacher CorpsTrainfmg, projects. (LH) Programs. '1 Higgins, Norman: Rabe, Bonnie Apr 1977 141,.: Paper presented at the annual meeting of the Association for Educational Communications and Technology E0183552SPOt5770 (Miami Beach. Florida. April 27, 1977) Designing Short-Term Instructional Programs: EORS Price - MfOi /PCO1 Plus Postage. Waterman, Floyd T.; And Others Language: ENGLISH- Association of Teacher Educators, Washington,D.C. Document Type: CONFERENCE PAPER (150) 1979 149p. Journal'Announcement: RIENOV77 Sponioring Agency: The Office of Education (DHEW), Washington. collaborative procedures used to derive the D.C. Teacher Corpse instructional objectives for Arizona State University's Contract No.: 300-77-9156 Teacher Corpstrainingprograms for inservice teachers, EDRS Price - MF01 Plus Postage.-PC Not Available fromEDRS. preservice teachers, and teacher aides were timeconsuming and Language: English costly, but haie resulted-4h increasedrespect and better Document Type: PROJECT DESCRIPTION (141) working relationships between teachers, parents, and teacher Geographic Source: U,S.;;Oistrict of Columbia educators. The instructional objectives de:/eloped byteachers, Journal Announcement1. RIEJUL80 parents, teacher interns, and programdevelopmental staff The Experiepces and research data in this included observable teacher performance and usually included volume result from the authors' involvement in Corpsmember Training Institutes the qualitative characteristics of 'an acceptableperformance. Objetives were (CMTIs) and Pilot Trainer Workshop's (PTWs) established to based on teacher skills in three areas: (1) train teacher interns beginning instructional skills, (2) their Teacher Corps personal/interpersonal skills, and internship. Six articles are prevented on: (3) Setting refitted skills. Appendedare: (1) a list of skills administration of s' short-term instructional programs, workshop design. developed collab&atively. (2) the relationship of skills to implementation 9f workshops and teachers' institutes,methods Objectives; and (3) teacher competencies review checklist. of evaluating programs, data- ISTS) and experience-based guideline:3 -for designing and operating short-term instructionalprograms, an empirical study of the institute-workshop strategies discussed in the third article. (JD) ED183544 SP015743 Description of CMTI. Volume I. Andrews, Theodore; And Others ED1405P015230 Nebraska Univ., Omaha. Center for Urban Education. Developing a School-Community Partnership. Feb 197f 165p. Walden - Wheelock Teacher Corps Collaborative,Boston, Mass., Sponsonfng Agency: Office of Education (DHEW). Washington, 1979 24p. C.C. Teacher Corps. Sponsoring Agency: Office of Education (DHEW), Washington, Contract No.: 300-76-0156 D.C. Teacher Corps. EDRS Price - MF01/PC07 Plus Postage. EDRS Price - MF01/PC01 phis Postage. Language: English Language: English '44 Document Type: PROJECT DESCRIPTION (141) Document Type: PROJECT DESCRIPTION (141) Geographic Source: U.S.; Nebraska Geographic Source: U.S.; Massachusetts Journal'Announcement: RIEJUL80 Journal Announcement: RIEAPR80 This report is the first of two volumes concerning the 1977 A Teacher Corps project designed to improve Teacher Corps Corps Member Training Institute(CMTI). Volume I the qualityof education in a school serving a predominantly low incomearea is a description of CMTI as-it occurred: Volume II -is an is described.' The major goal of this analysis of the data. The information program wits to bring is divided into six about close ties betweentheschool and the community by general categories: 1) a profile and description of the involving students' participants in the summer institute; parents in active work with the teachers. 2) a discussion of the Onedevelopment that evolved from this effort was a number of variousmodesandorganizational concepts of the institute, adult education courses for parents conducted inthe school in and thedegreeof application thoseconcepts enjoyed in the evenings. (JD) relation to schools, communities, and multicultural settings emphasized by the CMTI; 3) the impact of CMTI on the participants' orgadlzational concepts, perspectives on multiculturaltsm, and generaloutlook: 4) a chronicle of the interpersonal relationships which evolved dUring, the
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e ri- Education Program for Prison krmates utilizes ED097330 95 SP008492 a Georgic Iske prison as a laboratory facility for graduate students tt.ai ing Developing and Implementing *Prowl= (Professional Aspect). as student teachers. The Teacher Corps Program uses community *rends. Robert L. involvement to help interns gain experlence State Univ. of New York, Buffalo. Coll. at Buffalo. in teachingthe disadvantaged. ThedevelOpment of .1973 39p. Professional Laboratory Experience Centers is a cooperative effort with othercolleges Sponsbring Agency: Office of Education (DHEW). Washington. and the Atlanta school systems to provide 0 C. Teacher Corps. moreflexibleand intensivepracti 1 cORS Price - 01F01/PCO2 Plus Postage. experiences for education students. -the Tutorial Enrtchmsn Program is designedto provide early Language: ENGLISH - exposure to the re Mies of teaching. The Supervising Teacher Dbcument Type: PROJECT DESCRIPTION (141} Program is 'Journal Announcement: RIEFEB75 a series of three inservice,courSes which has now been recognized by the State. Department of ...Education as a ThiS',efght-part document describes a process of developing requirement for supervising teachers. (RT) and *implementing a competency-based teacher educationprogram that considers the present teacher educationprogramand provides -for the translation of courses in a competencymode. This approach involves adelivery systembuiltaroundthe ED1863895P015923 modUle, module cluster, and components. Part 1 describes the Developmental Training Conference Oodumentation Report. rationale for using the modulecluster approach. Part 2 TeXas Teacher Corps Network. examines the entire system'from modules through componentsand Texas Univ., Austin. Coll. of Education. how these interre ate to form a program. Part 3 examines the Dec 1979 201p., format for a' mode and explains the different types of Sponsoring Agency: Office of Education (DHEW). Washington. modules that can be developed and how modules can be sequenced D.C. Teacher Corps. to move from the cognitive- tothe consequentirl. Part 4 Contract No.: 300-7 -0332 0 suggests one way to move from goals to objectives tomodules. EDRS Price MF01/PC09 Plus Postage. Part 5 foOuses on the need for a,taxonomy of goals to produce Language: English a program that meets the gestalt c-f feaching and providesan Document Type: PROJECT DESCRIPTION (141); CONFERENCE effective `giutclapce. system. Part 6 focuses on the supportive PROCEEDINGS (021) services to implement a modutat approach aria some of the problems Geographic Source: U.S.: Texas that may' arise. Part 7 provides sample module 'Journal Announcement: RIESEP80 clusters to demonstrate anongoingproduct. Part 8 liss This report documents a conferenceon the conceptual materials available to assist in the development ofa program. (PD) , framework underlying the management of Teacher CorpsProjects. The conference, designed to provide participantswith training in specificstills pertinent to their responsibilities, was attended by's }pool administrators, program development specialists, community ED040947 SP003994 coordinators, community council Developing Quality chairpersons, and representatives from ten Texas Teacher Corps In Professional Laboratory Experiences. projects. This documentation report includes: 1)a description School Practicum: Description and Seminar Outline. of activities predat4ng the conference Georgia Univ.. Athens. Colp. of Eddcation. Which contributed to its final structureand content; 2-) 1969 54p.: Entry for 1970 AACTE Distinguished Achievement an overview of the confirenal agenda and reportson each activity; 13) a summary Award in Teacher Education of the results gathered EORS Price - MF01/PC03 Plus Postage. through use of a formal conference evilua.lon instrument; and 4) Language: ENGLISH a synthesis of the formaland informal evaluationdata collected at theconference and Journal' Announcement: RIENOV70 recommendations for future training activities. (JD) The University of Georgia Office'of Professional Laboratory Ecrieriences hasdeveloped several different programs to provide, practical experience for future teachers. The School Practicum is a program in which students spendseveral weeks in the be ning of .the school year observingand particip n a local public school prim to the opening of the college's fall quarter. The ,Mork -Study Program for ElementaryTeachers provides full-tilMe employment as teacher aides for students during one quarter of theirsophomore and junioryears. TheAthensUnit of the Georgia Retardation Center provides clinical experiences for students in 15 disciplines in the field of mental retardation. The Adult 99 - DIALOG Filet: ERIC - 66-02/Mar (item 151 of 637) User 9002 15apr82- 1661
obje Wes, preassessment ED10211695 SP008896 procedures. instructional .activi kits, and postassessment and remediation activities.are Diagnosing and Prescribing. Assessing andEvaluating listed. (AA) (Including.Experience in Diagnosing). DAP 005.02 (USC). Heffernan-Cabrera. Patricia; And Others University of Southern California. Los Angeles. Center for Research in Teacher Education. ED146166 9p. 95 512011879 Diagnostic-Pnascriptive InstrInstruction. Iaprovng Sponsoring Agency: Office of Echication (DHEW); Washington. D.C. Teacher Corps. Opportunities: TMPACT Series, No /. Lincoln Public Schools, Nebr.; NebraskaUniv Lincoln. EDRS Price"- MF01/PC01 Plus postage. Teachers Coll. ,Language: ENGLISH 1977 21p.; For related documents, see SP011 878-884 and Document Type: CLASSROOM MATERIAL (050) 728 Journal Announcement: RIEJUN75 Sponsoring Agency: Office of Education (DHEW). This cognitive/performance module is designedto teach the Washington, use D.C. Teacher Corps. of diagnostic techniques beyond those techniquesprovided Contract No.: OE 600-750-3580 by traditional,mass testing. Terminal objectimasinclude- (a identifyinga EDRS Price - MF01/PC01 Plus; Postage. learninggoal, (b) identifying a child who Language: ENGLISH cannot successfullyaccomplishthe "learning goal. (c) diagnosingthe Document Type: PRDJECT DESCRIPTION (141) child's learning strengths and weaknesses and Journal Announcement: RIEMAR78 presenting these to ateam of peers. and (d) trying This booklet. the second in a ser.ies of instructiehal activities with-the child andproviding feedback eight describing the tenth-cycle TeacherCorps project e theUniversity to peerswho designed the activities. To accomplish these of Nebraska-Lincoln andthe LincolnPublic School System. objectives. participants 'Investigate the principlesunderlying describes assessment thediagnostic-prescriptive (D-P) instructional and evaluation, survey the instruments of model used as the basic teaching assessmentrnd evaluationcurrently process in the project. Key used in the schools. concepts in the D-P approacn to teaching are presented, Investigate alternative ways of assessing and and evaluating, and the use of the process in relation to the competency explore the language of assessment and evaluation.Learning based teacher education model described in booklet activities include reading, film viewing, participating four is in described. Steps in implementing the D-P teachingprocess are seminars and' experimental demonstrations, assessing. evaluating, and identified as: (1) diagnosing learnerneeds; (2) establishing interviewing. A flow chart illustrating desired learning outcomes: specific steps of the module is included. (PD) (3) planning and implementing prescriptionsi,and (4) assessing learningoutcomes agd.program results. Red-Ord keeping in the D-P process, isperformed using two profiles: an individual learner profile and a group profile. Guidelines for their use are ED100870 95 SP008786 presented, and examples from each part of the twoprofiles arepresented in the Diagnosing for rotal Personality. 0100.00 (F.U.F.). appendices. (Ma)" Fordham Univ., New Ydrk, N.Y. 1 10p. Sponsoring Agency: Dffice of Education (DHEW). Washington, D.C. Teacher Corps. EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) 'Journal Announcement: RIEMAY75 This module cluster is designed to enable the interns to become teacher-diagnosticanalystson the emotional level. Diagnosis has )61tien conventionally used to evaluate the learner. The(oOectiveshereinare designed to initiate a process that makes a better match between the learner and the instructional activities by utilizing the diagnostic data to detel mine what the instructional Activities will be. The module cluster contains threemodules.- each okwhich is related to the overall objectives of thecluster. The modules are as follows: (a) The Psychology of Adjustment Vocabulary: (b) Diagnostic Teacher Strategy-- Games; and (c) Diagnostic Teacher Strategy--Children's Drawings. For each module, 0 '
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. - The second approach involved performance contracting ED194523SP017095 in which teachers; working in teams, submitted bids to the school Did Teacher Corps Make a Difference? 9th CycleTeacher Corps board. thereby(Competing with 'colleagues Project, University of Maine (Portland-Gorhamt. for coptracts to . accomplisto specified teaching tasks with resultsmeasurable in Crosby, Jeanie; Massey. Sara term* of student achievement. (PD) . New England Teacher Corps Network, Portsmouth, N.H. Nov 1980 14p. Sponsoring Agency:,Office of Education (DHEW), Washington. D.C.'"Teacher Corps./ ED186393SP015928 'EDRS Price - MF01/PC01 Plus Postage. Dimensionsof /nservice Education.. The Texas Teacher Corps. Language: English Experience. Document Type: EVALUATIVE REPORT (142) Freiberg, H. Jerome, Ed.; Olivarez, Ruben Dario,Ed. Geographic Source: U.S.; New Hampshire Trinity Univ., san Antonio. Tex. Journal Announcement: RIEMAR81 Jun 1978 192p. A Teacher Corps projett at the Univers:ty of Southern Maine Sponsoring Agency:, Office of Education (DHEW), Washington, College of Education consisted df a competency -based teacher D.C. Teacher Corps. education program including components inspecial education. Grant No.: 0007603590 human relations, reading, and language development. The EDRS Price - MF01/PCC8Plus Postage. responses of 24 former participants indicatethe impect'of the Language: English program on the participants), their work, in the schools, and Document Type: PROJECT DESCRIPTION (141) at the university. Thearea of attitudes, traditionally Geographic Source: U.S.;' Texas . considered the most difficult td chfinge, was the'central area Journal-Announcement: RIESEP8O of impact formost of the participants. Differences that This collectionof articles offers viewpoints on issues. partictpants brought to schools and children were:ap openness concer and processes to divergence, flexibility, related to the teacher education self-confidence, condrn for the activi iesof Teacher individual, Corps.Projects,in the state of Texas. and willingness to work in teams and groups. At The fir t sectionsets forth a theuniversity, the defi!iition for ineervice undergraduate and graduatri teacher eduction, a perspective of itb past, present. and education programs remainedunchanged. The future, and experimental the impact of innovatiins on teacher and teacher program and its facultywerenot educator,. integrated into the Inservice programs. The second section curricula. The project seems to have made.a difference in the explores the theoretical issues for program developmentas it relates to training and the later work of participants, but has made no competency based .eduaation. difference at the university. (CO inservice education, and Teacher Corps.' The thirdsectiondealswith theexperiences cf specific Teacher Corps projects in Texas. The fourth section focuses onmulticultural education, learningcenters as alternatives. for ,inservice ED100896 educatlon, and a proposal for a' SP008820 . fine arts component in Teacher Corp141%.(Editors/J0) Differentiated Staffing: Tha Second Generation. Mann, Peter B. 16p. :.EDRS Price - MF01/PC01 Plus Posta Language: ENGLISH Document Type: RESEARCH REPORT (143) Journal Announcement: RIEMAY75 This paperdescribes two approaches to differentiated, staffing. The first approach involved reorganizingteacher staffing Int creatinga career ladder to permit hierarchical staffing without freezinlr,faculiy in positions that would limit growth, rewards, and destroy morale. The career ladder flowed thethe use of teachersand pareprofessiorials in teamsorganized to providedifferent services to students, with roles,determined by the learning task- at hand and the students' need for mastering that task. This approach tended to result in ,a rigid hierarchy, whichassumed that certain teacher fynctions are always of greater importance than others. However, student needs shift constantly, and an effective teaching team shouldshift accordingly, whicn is the objective of the _second approach to diffePentiated staffing.
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ED10215695 SP008942 ED059983 24 SP005599 Director's Manual for Implementing Project on'Team Teaching; Dissemination A Modular Workshop on Team Teaching Competencies. Activities Associated withPhase II. The North Dakota Univ., Grand Forks. feasibility of Educational Specificationsfor the Ohio Feb 1972 ComprehensiveElementary TeacherEducation Program. 34p.; First draft-- Report. Final Sponsoring Agency: Of.fice of Education (OHEW). Washington, D.C. Teacher Corps...! Toledo Univy- Ohio. Coll. of Education. May 197i EDRS Price - Mrbi/PCO2 Plus Postage: lip. Language: ENGLISH Sponsoribg Agency: Office of Education (DHEW). Washington. O.C. Bureau Of Research. Document Type: CLASSROOM MATERIAL (050) Bureau No.: BR-9-0415 dOurnal Announcement: RIEJUN75 Contract No.: DEC-0-9-450415(010) This manualis designed to facilitate efficient director preparation for the Project on Team Teaching EDRS Price - peoi/Pc01 Plus Postage. Modular Workshop. Language: ENGLISH Although the director has many set responsibilities throughout 0Journal Announcement: RIEJUN72 the workshop, therearealso many options left open in This report deftlis with dissemination .4 workshop design. Responsibilities' are efforts associated with listed, and options the Ohio Elementary Teacher Education Model $ explained after an introduction. Certain workshop preparatory pr.oject located at the Llifiversity of Toledo. A necessaryprerequisite tasks must be completed by the directorAin'a letter sent to for participants with tne module playbooks. Each development activities is an adequateexpository base upon task is specified which a model can be built. in this handbook:The University of North Dakota will provide A face-to-face conf,,ontation is then needed beween those who participatedin this process and the module playbooks and audio-visuals. A list of. films for those the interested- in developing the model for their workshop and consideration-decision sheets for own situations. Thedisseminationactivities fall into three piarticipants are included in the appendices. (PB) groups: i) Twelve non-Ohio universities and colleges were visited by staff members who explainedthe Ohio model and then discussed withdecisionmakers the necessaryefforts and ED194111 moms anticipated problems in developing themodel. Results of this dissemination varied, depending on the resources availableto .-Directory of Technical Assistance andDissemination Centers. the Region III Edition. individual institutions. 2) Dissemination of Ohio state-supported 'Department of Education. Washington. D.C. universities was an ongoing process with a 1980 l62p. 3-day conference i Toledo at theconclusionof thesecond ppaseof the project. EDRS Price - MFO1 /PC03 Plus Postage. Follow-up institutes were held to work onactual Language: English program development and the revision of .° re-sequencing Document Type: DIRECTORY (132) of. parts of the Ohio Model. 3) Dissemination Geographic Source: U.S.; Pennsylvania efforts were also conducted with otheragencies, including the Teacher Corps. and at regional meetings of the American Journal Announcei,ent: RIEMARai Association Government: Federal of Collegesfor Teacher Education. Additional dissemination is needed to Intendedto makeeducational bring the Model well into the information resources and development and implementation stages. (M8MY technical assistance more readilyaccessible to educatory.. this directory lists the names and addresses of federally-supported educational service centers in the Region III area. The listings are divided into the following categories: alcohol and drugabusecenters; bilingual ecucatfon centers; civil rightsAechnical assistance centers; educational informationcenters; educational opportunity centers; Educational Resources InfOrmation Centers (ERIC):the Fund for the Improvement of Postsecondary Education (FIPSE); follow-throughresource centers; handicappedcenters and services; theNational DiffusionNetwork (NDN); regional offices of educational programs; researchand development 4 centers; teacher centers; teacher corps; Title I. ESEA Evaluation Technical Assistance Centers; and vocational education centers. Region /II-, includes the District of Columbia. Delawore, Maryland. Pennsylvania.Virginia. and West Virginia. (FM) t15
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EDRS Price - MF01/PC04 Plus Postage. ED129.723 95SP010435 Language: English Docu.menta:Perspectives on Change inTeacher Educhaton. ° Document Type: PROJECT DESCRIPTION (141)4 Collins. Paul. Ed.; Sinatra. Cliffs d., Ed. Geographic Source: U.S.: Texas New York State Teacher Corps Network, New York, N.4. Journal Announcement: RIESEP80 Jun 4976, .1000. This document describes a training conference Sponsoring:Agency: sponsored by OffiCe of Education (DHEW). Washington. the Teacher Corps Network. Informational and, skill development D.C. Teacher Corps., sessions for Community Council members from the Teacher Corps Available from: New 'York State Teacher Corps. Network, projects are included. A special planning session, held prior Fordham University. tiewYork. N.Y. to the,conference is described. EDRS Price - MF01/1C04 Plus Postage. A description is given of the conference planningand Language: ENGLISH events. The report includes- information concerning the conference planners, the Document Type: PROJECT DESCRIPTION (141) purpose of the special planning day, goals and Journal Announcement: RIEFEB77 ob;ectives for each , session, strengths and weaknesses of the planningprocess. and Tilts collection of papers is4 an attempt to document the an overall evaluation of the conference. (JD) litring-learninb spirit of the NewYork StetsTeacher Corps Network staff developmentprogram meetings. These Network meetings are characterized by three types of activities: (1) presentations and/or workshops conducted by outside ED196809 SP015327 consultants; (2)problem identification and strategyispssions to Documentation/Evaluation: University of Maine, Farmington/G-. encourage development of individual Teacher Corps projects reenville. Teacher Corps Project. June 1977-June 1979. and to enhance collaboration among the various projectsfn the Arbuckle, Margaret; And Others state; end (3) formal and informal shar:ingof knowledgeand New England Teacher Corps Network-. ppf.tsmouth. N.H. by skills project staff members .from around the state. 1979 330p. Accordingly, this publication begins with four articles that Sponsoring Agency: Office of Education (DHEW). Washington. emanate from constittant presentations,each'relating in some D.C. Teacher Corps, way to, the present Teacher Corpsemphasis on in- service Grant No.: G0077-00127 teacher education: "Teacher Corps and In-service Teacher EDRS Price - MF01/PC14 Plus Postage. educatipn"; "Educational Needs Assessment--The.State of the Language: English - Scine"; "Toward More Effective Job-EmbeddedIn-service Teacher Document Type: EVALUATI* REPORT (142). Education"; and "Legal Issues for the Handicapped: National Geographic Sourbe: U.S.: Maine and State." A second section contains a series of reports on Journal Announcement: R/EMAY81 sessions, at which collaborative efftrte were used to identify The GreenvilleTeacher Corpsproject developed a model problems and develop appropriate strategies: "Some Thoughtson demonstration of a field theChange based teacher educhtion program Processand EmergingTeachbr Corps Roles"; designed to provide both preserliice and inservice training "FosteringChange"; "Reinforcing to the'Infrastructure of the a rural and isolated region in northern Maine. The projectwas Regular Classroom": and "Linking Educational Environments." A designed to be fesponsive to local needs. final Collaboration and section presents seven papers authored, by Tescherkcorps partictpatiori of all constituentswas central to the operat'on staff members which reflect many of the dimensions thatt.'help of the project. Major project to makeTeacher Corps goals' included faelittating the changeagent that it is. Each linkages between the University and the Greenville community: section is prefaced with a series of introductory notes. All enabling the University todevelop a fieldbased graduate of the papersaddress dynamics associated with attempts to education model;' anddevelopingand installing a K-12 change teacher edUcation in line with the goals, needs, and indiVidualized instrUcflonal program. .Accomplishments of aspirations of` our society.. (MM) 0 the project are clearlyevident. The Teacher Corps project was directly responsibile for the delivery of arumber of important services. (JN) ED186396$P015933 tati401 arid EvaluationStudy of the Texas Teacher Corps Program '78 CommunityCouncil Developmental Trebling Onforence. Leos, Robert; Olivarez, Ruben Dario Texas Univ.., Austin. Coll. of Education. Apr 1979 89p. 4eonsoring Agency: Office of Education (DHEW), 'Washington, D.C. Teacher Corps. Contract Po.: 300-78-0332
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developing appropriate policies: . ED179011 EA012238 (6) adopting policies: (7) evaluating poltcies; (8) disseminating informationand writing Documentop/Evaluater Role Croup Sharing Meeting (Windsor, articles for publ ("cation. (MM) Connecticut, July 30-31. 1979). Buccf. John; Massey6Sara New England Teacher Corps Network. Portsmouth, N.H: 8 Aug 1979\ 27p. E0093858 95 SP008227 ) . EDRS Price 1001/PCO2 Plus Postage. Language: English Educating Prisoners for Socially Cod9tructive Roles. /( Sinclair, Ward: Moulden, William E. Document Type: PROJECT DESCRIPTION (141); CONFERENCE PROCEEDINGS (021), ERIC Clearinghouse on Teacher Education,Washfngton, D.C. Aug 1974 67p. Geographic SoKbe: U.S.: New Hampshire SponsoringAgency: National Inst. of Educeition (DHEW): (Journal Announcement: RIEAPR80 Washington, D.C. Thispaper discusses a role group sharing meeting held July 30-31. EDRS Price - MF01/15c03 Plus Postage. 1979 in Windsor. Connectfcut, and attended, by Language: ENGLISH documentors and evaluators. Examined, in documentation form, are issues and learnifto Document Type: BOOK (010) from thesharing meeting and an Journal Announcement: RIENOV74 Analysts of the design-NC the meeting, which was a pilot for This document reviews problems, alternatives, and recent other network role group meetings anticipated duringthe next year. A developments in the education of prisoners. The authors state copy of the agenda is reproduced together withan as a evaluation of the meeting. (Author/ID) guiding' argument that while inmates are severely handicapped according to traditional academic measures, in terms of the current movement in education towar s individualized' instructionnowhere is there a morejert le ground for receptive E0137.261 95SP010899 students than in corrects nal institutions.. The following problems are cited: 'the lak of Down From the IvoryTower: A Model of Collaborative programs to prepare inmates for socially constructiveroles in In-Service Education. Occasional Paper No 1B. communities: Roper, Susan Stavert; Nolan, Robert R. job discrimination, against former -inmates(the New Careersprogram for rehabilitated offenders is disbussed Stanford Univ., Calif. Stanford Center for Research and as a solution for this); and the poverty background of many Development in Teaching. A prisoners: Feb 1977 20p. The document reports specifiCallyon work release programs; the prevention of juvenile delinquency through SponsoringAgency: Notional Inst. ofEducation (OHEW), Washington, D.C. education: vocation/1, career, and college programs; and the education andcertificationof teachers of inmates. The Cqntrac No.: DEG-60075-02009 extensive EDRS Price - MF01/PC01 Plus Postage. appendixes are: (a) A Summary of Teacher Corps Corrections Projects. 1968-74; 4 Language: ENGLISH (0,College Programs in State and Federal Penal Document Type: PROJECT DESCRIOT1ON,(14.1) Institutions listed by state); and (c) National Survey of Journal AnnoUncement: RIEAUG77 PostsecondaryEducationPrograms for --- Incarcerated Offenders. (Author) This paper describes a model of a collabbreftve inservice education program based on the work ofa Teacher Co7-0e.e.roject sponsored jointlyby the School of Education at Ste-Ilford University and a neighboring junior highschool in the Os. Unified School District., In this model, the power to determine the content of the ingervice, programresideswith the teachers and, because literature have shown that I teachers themselves arebetter inserviceeducators ,than administratorsandprofessors, the tea era are also the 4 inservice educators. A case study is used to describe the model and- provides a pictureof how collaboratipn between universities and schools can and did take place. Implementation bfthe model involves: (1) briefing the relevant community on the inservice topfc, outlining its dimensions, and correcting any midbonceptions- 2) identification of needs by teachers. administrators, students, and inservice educatorS (3) summariz cataloguing pertinent literature; (4) obtainingadditional information from practitioners in the field: (5)selecting and DIALOG Filel ERIC - 66-82/Mar (Item 168 of 637).User)9002 5apr82 1666
improve the eduction of children ED152876 010018004 from low-income families: Career Opportunities Program, .Teacher Corps, Education for Ethnic and Racial Diversity. / and Urban/Rural School Development Program: 2) Cobbs. Price M.;,...titnokur, Diane K. Programs to reinforce the preparation of all educational personnel: Training of Teacher Far West Teacher Corps Network, Bellingham, Wedh. Trainers Program and Training Complexes Program; 1977 58p. 3) Programs to help meet critical qualitative and quantitativeshortages Sponsoring Agency: Office of Education (DHEW). Washington. of educational D.C. personne : BilinDual Education Program: EducationAl Leadership Grant-No.: 489AH60390A4 rogram, Early ChildhoodProgram, Personnel Servites Staf Program. Special 'Education Available from :, Far W st TeacherCorps Network, Program. Western Vocational Education Personnel Program, and Washington State College. ellingham. VA 98225 (n.c.) State Grants Program; 4) Programs to meet special needs for education EDRS Price - MF01/PC03 P s Postage. personnel Language: ENGLISH as they arise and to develop and test solutions for those needs needs: School Personnel Utilization Program and Document Type: RE:eiCH REP T (143) TeacherDevelopment Journal Announcem for Desegregating Schools Program. Also t: RIEAUG78 included is the Media Specialists Program administered - The content by .the of this work is based upon the proceedings and Bureau of.Libraried and Educational Technology. (JS) outcomes of the Workshop on Multicultural. Educationheld in the State of Washington. This workshop.was designed topresent critical substantive material, examine the decision making procesi of the schools, and identifyandteachskills and ED202172 EA0i3631 techniquesfor inservice staff training. The advantages of Education Through Community involvement: Neighborhoods, cultural tdiversity andthe crucial "oleof educators in Human Resources, Politics. imparting the values anddiversity implied by cultural Collins. Paul V.; And Others pluralism' were stressed throughout the workshop. Howard Univ.. Administrative Washington, D.C. Eastern Teacher Corps decisions, educational planning, and Recruitment and Community Technical Resource Center. accountability issueswere addressed in the context of Aug 1980 27p. designing multicultural education programs. The primary goal Sponsoring Agency: Office of EducLtion (DHEW), Washington, of inservice programs was identifiedas increasedpersonal D.C. Teacher Corps. awareness and sensitivity. Cultural influences on teaching and Contract No.: 300-79-0312 learning styleswerediscussed In terms'of their eff ct on EDRS Price - MF01/PCO2 Plus Postage. reaching this goal. ' An annotatedbibliOgraphy of wo s on Language: English multicultural education as well as samples of bioco nitive Document Type: POSITION PAPER (120): COLLECTION (020) measurement tnstruments, are included. (Author/GC) Geographic Source: U.S.; District of Columbia Journal Announcement: RIEOCT81 Growing out of a meeting to explore alternativedirections for community-basededucation in the Teacher Corps Program, E0041842 SP004089 the three papers in this document Education Professions Development Act; provide insight into how FactsAbout Programs neighborhood involvement, the toplination and collaborative for 1871 -72; EPDA Parts 8, C, 0 and F. delivery of human services, Office of Education (DHEW). and e utilization of political Washington, D.C. Bureau of processes can be Educational Persanne) Development. used to strengthen a community's participation in its Jun 1970 48p. educational system. A study Of neighborhoods is Available from: important to an understanding of how hey Bureau of Educ. Personnel Dev.. Office of behave and how they can be changed to solve Education, 400 Maryland Ave.. human probl and S.W., Washington, D.C. 20202 to facilitate interaction (0E-58030-72) between school pease nel and communitymembers. The Teacher Corps community council can E Price - MFOI/PCO2 Plus Postage. play a central role in coordinating human service Lange Jell,/ y and e: ENGLISH in building a political base to Journal uncement: RIEWC70 implement desired p ogre Thecouncil canalso encourage the development of ommu ity This booklet contains descriptions of theprggrams under the support systems as an important adjunct to EducationProfessions Development Act (EPDA) the for 1 human administered by servicenetwork. To be most.effective. each Tee her Corps the Bureau 3f Educational Personnel Development during fiscal projectshould analyze year f971 July 1, the political structure bf the 1970 to June 30, 1971). Material on each of communityit serves and determine how this information the 14 programs includes a list of objectives, can b an outline of beneficially used. Such analysis shdUld encompass both foemil eligibilityrequirements for applicants andparticipants. and informal structures. A brief annotated bibliography is it brief descriptions of prpgram characteristics, and an address included. (Author/WD) to which letters of interest or inquiry may be directed. The programs are organized under four headings: (1) Programs to
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E0201744 procedures. Diagrams that illustrate the projectedsequence of CE0285E4 1 a student through the course, Effects ofa Community the basic conceptual design of Educational Component on Parental the modules: and the student'erouta through a module are Perceptions of the School. included. (PD) .Nussbaum, Claire A: Apr 1981 55p.-, Paper presented at the Annual Meeting of theAmerican Educational Research Association (kos Angeles. CA. April 13-17, 1981). AppendfX is marginally legible., ED185028 SP01582 . EARS Price --J4F01/PC01 Plus Postage., 0 Engaging in the Study of 001Anizationp. Language: English A Temporary Systems% Approach to the DesCription and), Analysisof TeacherCorps' Oocument Type: PROJECT DESCRIPTION (141): EVALUATIVE REPORT Pilot Trainer Workshops. ( 142)1 copFERENc PAPER (t50) 1 Bryant, Brenda; And Others Geographic Source: U.S.; Texas Nebraska Univ., Omaha. Center for UrbanEducation. Journal Announcement: RIEOCT81 Feb'1978 372p. Community education programs have seldom presented Sponsoring Agency: Office of Education(DHEW), Washington, quantitative data to validate the usefulness of theprogram. D.C. Teacher Corps. This studywas an attempt to establish a beginning community Contract No.: 300-77-0156 education program while planning forquantitative .evaluation EORS Price - MFOUPC15 Plus Postage. . from the initiation of the project. Based on a group ocess. Language: English community residents were involyed in the deVelopment a Document Type: RESEARCH REPORT (143); PROJECT. DESCRIPTION 49-iteM Likert-formatted urvey instrument which as (141) administered to a one percent random, stratified sample o a Geographic Source: U.S.; Nebraska southwestern metropolitan city. The instrument dealt wi h' Journal Announcement: RIEAUGBO community concernsAbout eduCation. 'Based on the factor This analysis, report is edescription and analysis'of TeacherCorps' analysis of variance. Scheffe tests, and Spearman Pilot Trainer Workshops (PTW) Rho rankorder correlations conducted in July, 1977. The among. teacher, , '"parent, and volumeserves two purposes: First. it provides descriptive **4 community respondentgroups. a community education plan was, information to thosepartieswhomay' be involved in the designed for the elementary school in the area. Oneof the delivery of programs similar to the Teacher Corpsproject, as tour xomponentsdeveloped was anelyked in detail using weli as providing specific recommendations regarding separate-sample pretest-posttest control grodp-design to test strategies eight for program design and ,implementation, Second, hypotheses regarding the effect of the progr m on 'questions are raised and werel smggestions parental perceptions of.the school. The results indicated are provided for that persona responsible for policy decisions regardng Teacher community education'can be an effective force in 'modifying Corps' approach, to providing' training for education parental perceptionsof the school in a positive direction. practitioners. (Author/KC) The TeaGherCorps' project is based on the principle that the study of organizational theoryis critical to the effectiveperformance of professional educators, an attitude reflected in the oRntent of this report. (Author/LH) ED100895 SP008819 Elementary School Reading Instruction; ADesignfor a Reading TeacherEducation Course Using Competency-!lased Individualized Modular Instruction. Hakenson, Edward E. 9p. EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEMAY75 Thispaper describes a program designed to prepare teachers to teach reading. Nine general objectives and 10 categories of behavioral objectives are listed. For eachobjectivewithin the prc)ram, the student will have at least two choices of instructional modes. In addition, studentsmayplan their activities for achieving a stated objective by negotiating with the profesaor.'Complete development of eachinstructional module requireslhe production of a 'prospectus. preepsessment procedures, instructional options, andpostassessment 113 4 - 'DIALOG'File1: ERIC- 66 -82 /Mar Uteri 180 of 637),User 9002 15apr82 1670 /
Contract No.: 300-75-0100 E0132135 95 SPO1 67 EDRS Price - MF01/PC05 Plus Postage. EValuating P ammatic Impactin Education. 1 Language: English ' Dick. Walter Document Type: RESEARCH REPORT (143) 1976 119p. , Geographic Source: U.S.; Nebraska Sponsoring Agency: Office of Education (DHEW)-, Washington, Journal Announcement: RIEAUG80 D.C. Teacher Corps. These technical papers examine alternative approaches Grant No.: G-OEG-7501834 to the evaluationof inservice and preservice training programs for Available from: Teacher. Corps Research Adaptation Framework, TeacherCorps interns. The first paper explores the University of Oklahoma, 555 ConstitutionAvenue, Norman, theoretical and O practical consequences in Conceptualizing ma_73,037 (51.99) teacher education as a socialization process. EDRS Pride - MF01/PC05 Plus Postage, In the second, the suggestion is made that Language: ENGLISH to understand the socializing impact of a teacher training event, it may be Document Type: RESEARCH REPORT (143) necessary to - - have as full a description of that event as possible, and Journal Announcement: RIEAPR77 offers ways in which this may be obtained. An argument is This document reports the first-year activities of Teacher made in the third paper that current standard evaluationmethods Corps projects demonstrating the training framework entitled, are not appropriate for illuminating many featured of an event Adaptation of Research Findings. These projects incorporate in teacher education. The final paper explores the problems into their design the results of research, empirical\practices experienced by contractual -evaluators and processes that have proven effective and relevant of teachereducation to the progr 's, raising the ethical and political questions with educational processes for schools serving low-income which ey are faced. (JD) popujetions. Chapter I provides anoverview. Chapter II presents an in-depth look at the evaluationprocess and I discusses the differences between impact and process evaluations. A comparison is made among projects that focuson either student outcomes, teacher outcomes, or institutional outcomes, and the implications of these different foci are discussed. Considerations of where to begin to conceptualize the evaluation procesei are presented in Chapter III. The fourth chapter discusses the design of impact evaluation studies end presents some alternative approaches to evaluation such as quasi-experimental designs and ,,the establishment of criterionstandards. Chapter V discusses the design and selectial of evaluation instruments. A var=iety of instruments ereconsideredas well as behavioral indicators that can be used to evaluate project outcomes. Chapter VI argues that the process of evaluating ongoing activities during the course of the project is off critical importance both to themanagement of the project and to the eventual sharing of the project's outcomes. The importanceof carefUl preparation of data gatheredduring theevaluationprodeas is considered in Chapter VII, and the importance of tie organization, display, and interpretation of data in orderto maximizeusefulness is emphasized. Chapter VIII focuses on some of the major problems that arise in the impact evaluation proCess. The final chapter summarizes the importanceof both process and impact evaluations. (MM)
ED185011 SP015747 Evaluating Teacher Education. 1975 CM7I Impact Study. NebraskaUniv., Omaha. Teacher CorpsRecruitment and Technical Resources Center. Sep 1976 102p. .004 Sponsoring Agency: Office of Education (DHEW). Washington, Z. D.C. Teacher Corps. 113 0 IP
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0 competency-based instruction. Intern and staff dissatisfaction ED065488 24 SPOOS815 dissatisfaction 0 with the initially traditional nature of the` course resulted Evaluation of National Center for, Educational Research and in a number of innovative changes, Development /Teacher themost noticeable of Corps Competency-Based Education which being the formation of Development Project. Final Report. cluster'-development teams, consisting of both interns and staff members. These teams Pursley, Peter workedjointly to Frederick design instructional modu041 and clusters BUrk Foundation for EducatiOn, San Francisco, (groups of, modules), and.to collect, 'Cal if. store, ane organize the material necessary for Aug 1971 5p. the implementation of these modules. - Internattitudes toward the Teacher Corps program were Sponsoring Agency: Office of Education (OHEW), Washington. D.C. Bureau of Research. assessed both at the beginning and end of the 1970-71academic year. -A number nf recommendations for Bureau No.: Bk0-8075 elm developing Grant No.: OEM-0770-4676 competency-based instructional programs are given. An le-item bibliography and appendixes are included. (Related documentSP EDRS Prick - MF01/PC01 Plus Postage. 005 815.) (Author) Language: ENGLISH Journal Announcement: RIENOV72 This reporton theNCERD/TeacherCorps competency-based teacher education project (CBTE) is an assessment of the E0049153 SP004680 extent to which the project's objectives were realized. Two Evaluation of Pittsburgh methods of inquiry were employed. Teacher. Corps Pre-Service Theprincipal method of Program-- Fourth Cycle, June 25-August 31, 1989. inquiry was interviewing.key participants on the TeacherCorps McCahon, David: And Ctncrs program. The secondarymethodemployed was a review and Pittsburgh Univ.. Pt. School of EdUCation. analysis df project records, proposals, . . memoranda, and. 1969 55p. reports. The project'sprincipal goals and progress toward Sponsoring Agency: Teachers Corps, BEPD. those goals were tssessed as follows: the goal of project EDRS Price - MF01/PC03 Plus Postage. clarification was fUlly realized by July 1971; the goals of Lang*.iage; ENGLISH CBTE program implementation was fully realized in the San Journal Announcement: RIEJUL71 -Francisco State College Teacher Corps Cycle 5 as of Augus% Evaluation of the prrservice portion (summer 1969) 1971; of the and the goal of collaboration in project operationswas 2-year fourth cycle Teacher Corps Program at the University fullyrealized after appropriate of revisions in the decision Pittsburgh involved 1) determination of objectives for the milking process were made. It was recommended that future CBTE presenvice program; 2) 'literature and document search; 3) projectsc of this type be fundedon a fee per student interviews with interns, instructional consultants, corps successfully trained basis. (Related document is SP 005 814.) administratwt and unlyersity (Author/MJM) instructors, public. school personnel, and community residents: 4) observation of*terns and instructional consultants in their schools and obsw4vation of the selection andscreeningprocess for 'interns and instructional consultants:,and 5) E0065487 24 SP005814 questionnaires. The 8-week preserviceprogram for 50 interns working with Evaluation of National Canr f r Educational Research and eight instructional consultants included 1 week devoted to Development /Teacher Corps tency-eased Educatio:) Development Project. orientation and intercultural sensitivity trairing; 6 weeksof student teaching, community seminar, Fraenkel, Jack R. reading and ari.thmetic methods seminars, and field experiences including seminarson . San Francisco State Coll., Calif. microteaching, May 1972 educational objectives, andanalysis of 127p. teaching; and one week of assessment. (Included Sponsoring Agency: are behavioral National Center for Educational Research objectives and criteria for the program with evaluation of and Development (OHEW/OE). Washington. D.C. attainment; summery evaluation of variousprogram phases; and Bureau No.: BR-0-8075 recommendations regarding planning, Grant No.: OEG-0-70-4676 screening, intercultural training workshop placement, program, and management.) (uS) EDRS Price - MF01/PC06 Plus Postage. Language: ENGLISH Journal Announcement: RIENOV72 This report describes a 1-year effort at San Francisco State College to incorporate as part of a Cycle 5 TeacherCorps Project some aspects of competency-basededucation in the instruction of the Teacher Corps interns. A -3-hour weekly 444 course iricurriculum and instruction occurring for the entire 1970-71 academic year served as the vehicle of 4 DIALOG ERIC - 66-82/Mar (Item,f85 of 637) User 9002 15apr82 1672
E0063278 24 SP005769 ED047001TM000368 Evaluative Follow-Up of Teacher Corps Interns: An Arslysls Evaluation of&Pittsburgh Teacher Corps Pre-service Program- of Teacher Behavior. Final Report, Fourth Cycle. Smith, Floyd R.; Stolarz, Theodore J. \ ,dMcCahon, David; And Others Chicago Consortium of Colleges and Universities, I11.: Pittsburgh Univ., Pa. School of Education. Apr 1972 78p. 1969 56p. Sponsoring Agency: Office of Education (OHEW), Washington, EORS Price -'MF01/PC03 Plus ostage. D.C. Bureau of Research. Language: ENGLISH Bureau No.: BR-0-E-176 Journal Announcement: RIEMAV71 Grart No.: OEG-5-71-0012(509) The purpose, methodology, limitations( program, and EDRS Price - MF01/PC04 Plus Postage. recommendations of this evaluation are carefully spelled out. Language: ENGLISH The background, 1 programs, intern selection procetes, and Journal Announcement: RIESEP72 instructional consultant selection procedure , and Thisstudy is a' systematic folloW-up, responsibilities of the undertaken by the Pittsburgh Teacher Corps are Chicago Consortium, h. evaluate the classroom performance described. A primary teak was the preparation of of e set of its graduates. Inferences about their effectiveness were made behavioral objectives whichare listedand the number of through assessments' of their observed interns who met the criteria during the pre-service session is behavior, usingthe Classroom .Observation Record (COR) and the Flanders inthcated. Data was collected by means of the Instructional Interaction Analysis Categories (FIAC). Consultant Checklist. Results from a Reactionnaire revealing Trained observers observedeach .graduiteAntern two times. They also obtained participants ructions to, and the climate of the training date on two cohtrol groups matched sessionsarereported. on important variables for See TM 000 405 and TM 000 406-for compaative purposes: a) descriptions of the instruments mehtfoned. (cK) a random selection of teachers with similar experience, and b) experienced teachers who were designated superior. Outcomes of the studyare as follows: no significantdifferenceswere foundbetween the graduate interns andthe two control groups on the FIAC. -Significant ED173301 SP014077 dffferences,..rank.fng superior teachers first Evaluation Report of the Teacher Corps Cycle XIf and Program and graduate interns second, were found on major variablesof the COR; the 78` Developmental Training Conference. most striking result was Burry, James the sameness of the thdee study groupson the FIAC. Alsonoteworthy was the inability of Nebraska riv., Omaha. Center for Urban Education. superior teachers to displayany of the Dec 1978 136p. distinguishing featuresof other superior groupecited in the research. The Sponsoring Agency: Office of Education (OHEW). Washington. D.C. Teacher Corps. feasibility of using school system pWFsonnel as observerswas Contract No.: 300-77-0146 demonstrated. School system cooperation, although difficultto give in the normal functioning of the schools, was excellent. EORS Price - MF01/P.006 Plus Postage. Further research and innovative programs are Language: English recommended. A :l2 -item bibliography, tables, figures, and appendixes are Document.Type: PROJECT DESCRIPTION (141) , included. (Author/Ma)' Geographic Source: U.S.; California Journal Announcement: RIENOV79 Descriptive characteristics of pmrtidipants in the 1978 Teacher Corps Conference are first presented in this report. This data includes information on role in the teacher corps project, age, race, and geographic location. The report discusses participants' overall assessments of the sessions theyAttendeddaily. The major events of the conference are described, as well as how each event and its component. sessionswerejudged by the participants and how they were selected for follow -rip at the project level. Theoverall evaluations of the entireconference as seen in the post conference ratings of success are preAnted. A section is includeddealing withl interpretations of the evaluation data and recommendations for future national conferences. (Author/JD) DIALOG Filel: ERIC - 66-82/Mar (Item 188 of 637) User 9002 15apr82 1673 4 booklet E0180963. SP015182 contains brief descriptions of the fiveaward-winning programs and of the eight programs that Every Child is(lifted. A Resource OUide toilUlti-Talent , received recognition certificates. A list of the 1973entrants concludes the =ries for TeadierM Based UponExperience With Middle booklet, (000) 1 Students. Occasional Paper Series No. 3'. Hainsworth, Jerome C., Ed. Murray State Univ., Ky. May 1977 211p.:,For related document. see SP 015 176 ED104852 SP009090 Sponsoring Agency: Office of Education (OHEW), Washington., Excellence in Teacher Education. 1975 D.C1. Teacher Corps. ° Distinguished Achievement Awards Program. Available from: Teacher Corps Project Director, MurrayState American Association of Colleges. for eacher Education. dniversity. Murray. KY 42071 ($5.00) Washington, D.C. EORS Price - MF01/PC09 Plus Postage. 1975 16p. e--. 'Language: English EDRS Price - MF01/PC01 Plus Postage. Document Type: TEACHING GUIDE (052)': PROJECT OES:RIPTION (141) Language: ENGLISH Document Type: BOOK (010) Geographic Source: U.S.: Kentucky Journal Announcement: RIEAUG75 journal Anrouncement: RIEMAY80 % This document salutes the.winning programs of the American The concept that each child has unique talents thsi' can be Association of Colleges for Teacher developed through a school-based instructionalprogram is Education's 1975 the Distinguished Achievement Awards competition. The programs basisfor the described project and accompanying guide book cited are the for teachers. following: (a) Memphis StateUniversity's A rationale for talent development and research .Project Memphis, ap educational model providing haticapped findings on the topic are presented; as well as articles on infants service; (b) Indiana University's fi multiple talent education and talent identification. d-bssed Sample AlternativeSchool Teacher Education Program, which Alli5t5 activities by talent areas and resulting studentproducts are teachers in obtaining skills included. Talent areas emphasized are creativity, and experiences necessary for planning. teaching in alternativepublic schools; communication. forecasting, and decision making. (JD) (c) St. Edward'i University's Bilingual-Bicultural Teacher EducationProgram to improve theeducational achievement of Mexican American children in e'Nsentary school through the preparationof their teachers; E0086665 (d) TheUniversity of Alabama in Birmingham's 5P007601 First-Year Teacher Pilot Excellence in Program to maximizesuccess ?f Teacher Education: 1973 Distinguished beginning teachers through Achievement Awards Program., establishment of a collaborative support system: and (e) The University of Michigan's Teaching American Association of Colleges forTeaLher Education, asa Washington, D.C. Psychological Process, a field -based teacher education to assist future teachers inapplyingpsychology to 1973 18p. the .classroom. EORS Price - MF01 /PC01 Plus Postage. Certificates of recognition went to the following programs: (a) Language: ENGLISH Austin College's Texacoma Cooperative Teacher Center: (b) College of Saint Teresa's Journal announcement: RIEMAY74 . Competency-Based Curriculum for Preservice Elementary Teachers; (c) Iowa State The StateUniversity ofNew York Collegeof Cortland k received the 1973 University's Models for Career Education; (d) The Ohio State Distinguished AchievementAward for its University'sprogram in Industrial Technology Education: 'Project Change. a performance-based early childhood teacher\ and (e) the University of Pittsburgh's Middle SchoolTeacher Corps education program. Also cited for -distinguished achievement Project. (JS) were a) Teachers College of Ball State University, Indiana for an experimental program designed to include laboratory-centered experiences in the training of elementary school teachers: la) Southern Colorado State College for its Teacher Corps program which maximizes interactionamong public schools, the college, and the community; c) University of Massachusettsat Amherst for creating a council in the School of Education responsible for policy making, admissions, leadership, administrative- Coordination, and program j internship; and d) Western WashingtonStateCollege for demonstrating the efficacyof a competee,:y-based teacher education program through a portal school whllett at the,,,, same time enlarging the cognitiVe and affeCtive capabilities of inner-city elementary school children. The announcement 121 4Z1 DIALOG Filet: ERIC - 66-82/Mar (Item 191 of 637) User 9002 15apr82 1674
Contract No.: 300-76-0034 D158952 95 RC010733 , ,EDRS Price'- MF01 Plus Postage. PC Not Available from EDRS. trting Learning Styles from Social/Cultural Diversity. A Language: ENGLISH St .of Five American Minorities. Docbment Type: RESEARCH REPORT (143) Morris, Lee, Ed.; And Others JoUrnal Annouhcement: RIEJAN78 . Southwest Teachers Corps Network. Norman, Okla. This repor fsone in a series of ,tendocuments 1978 123p, examining the expeantes of New YorkState in the transition from' Sponsoring Agency: 'Office of Education (DHEW). Washington. tr ft al to Competency based teacher education. This volume D.C., Teacher Corps. pr 9 s data on institutional perceptions Grant No.: 0EG-007-700-119 of problems r ting toprogram development. Institutionsof higher EDRS Price - MF01/PC05 Plus Postage. education and the State Education Department. perceptions . Language:, English are reportedand compared. An additional dimension of the report Document Type: BOOK (ofp) is an analysis of the StateEducation Geographic Source: U.S.; Oklahoma Department's proposal reviewprocess. Background, statement of the problem, Journal Announcement: RIEJAN79 and purpose of theresearch are discussed in an introductory The monograph presents sevenpapers whichchallenge the section. The body of data is presented in three phassa_:P-base extent towhich experiential backgrounds are used in the g--elements of program development: Phase II--State'Education context of the school's teaching-learning process. The first Department program review process and perceptions of elements paper discusses mind sets, multi - cultural variants and mastery of program development; and Phase learning. III--comparison of these maintaining that many minority students are victims perceptions. Instrumentation and correspondence are presented of educational mind sets. Next, past and present research on in the appendices. (Mai) how black children learn, and what can be done to educate them .. more effectively are discussed. The third paper addresses selected problems experienced by most Chicanochildren upon entering the school cultureand presbnts several essential factcirs that. if used, will help teachers design educational approaches to better meet the needs of these students. The next paper discusses lifestyles of Native Americans from rural-reservation environments; compares achievement and intelligence potential of Nativeand hon-NativeAmerican children; and maintains that there is a direct relationship between Native American culture and learning styles. The fifth Paper suggests that differential learningstyles are more related to economic status than to ethnic status and that the r. problems faced by poor whitesare not related to learning stylesper se. Working from Old World antecedents, Chinese ) values transformed and created on American shoresare examinedj in the next paper. Two learning styles are distinguished from the charecterological types that have emergedfrom these experiences: the eterodox (warrior) and the orthodox (victim). Finally, a schema for developing instructionalunits for diverse- teaching-learningstyles withinmulticultural classroom settings is given. (Author/NO)
EDI43641 95 SPOI1409 Factors AffectingCSTE Program Dovelopment as Reported by Institutions and the New York State Education Department. Rostetter, David J. State Univ. of NewYork, Albany. Teacher Education DevelopmeAtal Service. 1976 92p.; For related documents, see SPO11 401-409 and SP011 542; Not available in nerd copy title to marginal legibility of original document 4 Sponsoring Agency: Office of Educat n (DHEW), Washington, D.C. Teacher Corps. .1 frs.a) DIALOG Filet: ERIC - 682/Mar (Item 193 of637) User 9002 15apk12 1675
SP011 542 ;.Best copy available ED143640 95 SP011408 Sponsoring Agency: Office of Education (DHEW). Washington, Factors Affecting theInstitutional Development of GATE D.C. Teacher Corps. Programs. Vol. O. Technical Assistance. EDRS Price - MF01/PC04 Plus Postage. Baldwin. Alexinia Y.: Nielsen. Dennis J. Language: ENGLISH State Univ. ofNew York. Albany. TeacherEducation DocumeniPType: RESEARCH REPORT (143) Developmental Service. Journal Announcement: RIEJAN78 1976 75p.:, For related documents. see SP011 401-409 and This report examines consortia leadership factors in SP011 542 Best copy available institutions of higher education (IHE) Sponsoring Agency: Office of Education (DHEW), responding to a New Washington. York, State "Department of Education mandate for performance D.C. Teacher Corps. based teacher education Contract No.: 300-76-0034 (PBTE). To assess the effect of leadershiponprogram registration, EDR5 Price - MFOUPC03 Plus Postage. the following questions were investigated: (1) Language: ENGLISH the nature of leadership ,within ,and across the taskforce. policy board, Document Type:, RESEARCH REPORT (143) and IHE in terms of leaders' commitment to PBTE, to the design of a PBTE,program, Journal Announcemelnt: RIEJAN78 to provisions for logistical and psychological support. This and to report sought to identify, describe, and compare the frequency of meeting with his group or individual members;-(2) characteristics of technical assistance as they related to the the similaritiesand dissimilarities process of meeting the New York State Department of in leadership styles. Education viewed across the varied categories of IHE sizeand mandate for the establishment of performance based teacher type. program registration respondent group. and program tyoe; (3) education programs (PBTE). Research questions dealt with (1) the relationship. if any. between the various elements of the knowledge levels of participants regarding PBTE before and leadership: and (4) the after set of leadership variables most working onprogram development, (2) difference in strongly related to program design being accepted for knowledge levels of thosewho a four received one-yearprogram ,yearrather than a one-year period. Analysis of the data is registration as opposed to thosewho receivedfour-year presented, program registration. and the conclusion is drawn that leaders generally (34 usefulness of technical assistance tookan active role in,the work of their groups, for the different categories of respondents. In relating four- contributed both logistical andpsychological support, and and/or one-year programregistration that good to the change in leadership contributedsignificantly to design efforts that knowledge levels, and the usefulness of seventypes of resulted in a four-year program registration. (MJB) assistance (consultants, internal and external training. conferences, general and skill training materials,and other types) to knowledge of the concept of PBTE,knowledge of the New York State mandate, and knowledge of program preparation. the researchers identified certain trends. Although schools receiving one-year registration indicated less knowledge of thePBTEconceptat the outset. they also reported knowing more about it by the endof programdevelopmentthan did participants from schools receiving four-year registration. In general, therewas very littledifferegce shown in the usefulness of techn.cal assistance between large and/ small institutions. Internal training was the most useful type of technical a istance identified. The reportconcluded that Institut, s whoseprogram was registered for one year spent more ti and gathered more information in seeking toprepare themselvestomeet state requirements but, in doing so, seemingly spread their resources widely and dispersed the focus of the project. (MJB)
ED143639 SP011407 Factors Affectingthe Institutional Develc:iment of CBTE Programs. Vol. S. Leadership Process. Howes, Nancy State Univ. of New York, Albany. Teacher' Education Developmental Service. 1976 77p.; For related documents. Gee SP011 401-409 and
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Document Type: RESEARCH REPORT (143) E0143638 95 S1,611406 Journal Announcement: RIEJAN78' FactorsAffecting theInstitutional Developmentof CSTE This document examines Programs.;Vol. 4, Dacisipn Making Process. moh organizational change factors that were evident as to h r educatfon. institutions moved DeLuca, Nicholas M. towarda performance State Univ. ed teacher education (PBTE) model of of New York, Albany. Teacher Education teacher certification pursuant to a New York State Developmental Service. Department df Education mandate. Four questionswere addressed: (1) 1976 59p.; For related documents, see SP011 4D1-409 and What was. thenature of the PBTE" designprocess? (2) What SP011 542 ;Best copy available' organizational change variables SponsOring Agency: facilitated the design of a Office of Education (DHEW). Washington, PBTE program? (3') Are all consortia equal in their ability to D.C. Teacher Corps. design a PBTE program? Contract No.: 300-76-0034 end (4) What variables can be used as strategic manipulable lev!rs in the design of EDRS Price - MFOI/PC03 Plus Postage. PBTE programs? Policyboards, task Language: ENGLISH for-ces---and- institutions of higher education respondents completed questfonnafret focusing Document Type: RESEARCH REPORT (143) on the desigh phase o rogram, development and Journal Announcement: RIEJAN78 providedgenera;ly positive rea ti'ons to PBTE and their PBTE programs. This report focuseson the Study decision-makingproCess of findings ind catethat PBTE' programsmay .institutions of higher education and their consortia bemore easily as they designed if the administrators of institutions of higher 'responded to a New Yorlk.-5tate Education Departmentmandate for education work together to (I) competency set up communications networks basedteadrftweducation programs. The following between consortium design groups, (2) channel PBTE questions guided the research: (1) information Who was involved in making exchange through the'communication networks, (3)obtain design decisions about policy board composition, consortfoM operating funds and materials to support the consortium's efforts, procedures, plan content, and final plan signoff procedures (4) set up an inservice training program to assist the consortium and protocol? (2) What was the nature of individual designers in developing the program, and (5) keep the policy involvement in thedecisionprocesses of the policy board, board and task force groups informed of eachothers' design tank groups, and institutions of higher education (IHE)? (3) activifles! (MJB) Whatwere the characteristics of .theprocess in terms of individual participation and influence in decision making, decision-makingstye of the consortium leader, degree of conflict and amount of time involved in reachingdecisions, and pressure'to conform to the majority decision? and (4) What was thestructure of the decision-making process followed by the consortium? The consortium type of organization for programdevelopment seemed tobe a workable one, with the majorfty of participants feeling that the democraticnature of the, decision-making process, withan effective feedback system, allowed them to engage in participation to their satisfaction. On the whole, it appeared that sizewas the crucial factor In the differences among institutions, since smaller IHE'swith 'smaller consortia, tended to receive four-year program registrations more frequently. (MJB)
E0143637 95 SP011405 Factors Affecting theInstitutional Developmentof.CSTE Programs. Vol. 3,, Organizational Change Process. Howes. Nancy J FJ State Univ. of NewYork, Albany. Teacher Education Developmental rvice. 1976 173p.; For related documents, see SP011 401 -409 and SP011 542 ;Best copy available Sponsoring Agency: Office of Ethcation (CHEW), Washington, D.C. Teacher Corp. 0 'Contract No.: 300-76-0034 EURS Price - MFOI/PC07 Plus Postage. 4 Language: ENGLISH 1 7 1ti 4 DIALOG Filei: ERIC - 66-82/Mar (Item 171 of 637) User 9002 15apr82 1667
superintendents, deans, and Teacher E0071786 180RC001668 CT-pa directors in - institutionalizing the temporarysystems of Teacher Corps Educational Communication for the Deprived Child: Reportand projects into the permanent systems of the school, Suggestions. community, Texas A 8 I University, Kingsville, Texas, or, university, The overall goals for the conferences Teacher Corps Project Report. First Cycle Program 1980-1988. were: (1) to develop and test a variety of ,Elliott. Floyd W.. Comp.: CA, Robert L.. Comp. professional development models for educational decision makers; (2) to help Texas A and I Univ., Kingsville. Teacher Corps Project. educational ddcision makers 1968 171p. explore anthropology and organizational theory as analytical and evaluative frameworks Sponsoring Agency: Bureau of Educational Personnel for viewing institutional/community relationships; (3) to Development (OHEW/OE). Washington. D. C. Teachers Corps. specifygenericexperiences and EDRS Price - MF01/PC07 Plus Postage. skills which would assist change and legitimation strategies; and (4) to evaluate and Language: ENGLISH disseminate. Journal Announcement: RIEMAY73 Participants were highly setisfied with speakers, and activities in both conferences. Papers were presented The alms of the Teacher Corpsare on (1) to serengthen the following topics: anthropology and educational opportunities for edUcation: children in areas with intercultural understanding; organizational concentrations of concepts; low-income families; (2) to attract and simulation activities in decision making: - and prepare persons tobecometeachers in suchareas through institutionalizing a resource center in an elementary 'School. coordinatedwork-study experiences: and (3) to encourage (FG) colleges and university . schools. and state departments of education towork to ther to broadenand improve their teacher education progr ms. During their 2-year training, the Teacher Corps interns work directly with deprived children in E0f46170 9.. SP011883 assigned school districts. The Teacher Corps members at Texas ' Educational Models We Recommend. ImprovingLearning A E. University worked in the communities of Corpus Christi, Opportunities: IMPACT Series. No. 7. Rio Grande City. Ben Bolt-Palito Blanco. and East Central. In Lincoln Public Schools. Nebr.; NebraskaUniv., Lincoln. this report, some methods. procedures.'and materials whichthe Teachers Coll. corpsmen found useful during their workexperience are 1977 2fp.; For related documents, see SP011 878-84 and 728 presented to teachers and individuals . interested in the Sponsoring Agency: Office of Education (DHEW). Washington.' educatfon of economically and educationally deprived children. D.C. Teacher Corps. specifically in South Texas. The report is divided into 2 Contract No.: OE 600-750-3580 major. sections containing (1) a general introduction to the EDRS Price - MFOUPC01 Plus Postage. subject, problem, andpurpose of the report, including Language: ENGLISH descriptions of the communities and of student Document Type: PROJECT DESCRIPTION (141) characteristics; and (2) suggested mettiods, procedures, and Journal Announcement: RIEMAR78 materials for working with similarly deprived children./ Also This booklet is theseventh in a series givenarebrief descriptions of the student characteristics, of eight that document the University of Nebraska-Lincoln/Lincoln Public simple descriptions of 13 of the students, endpieces of School involvement in the Tenth-Cycle Teacher conversation taken from discussions with some of the students. CorpsProgram. NO) Inaddition to the five models discussed in other booklets (two through six) in the series, six other modelswere developed to aid in accomplishing the program goals. Thesemix models formthe basis of this booklet and are: (1) Learning Opportunities for Teachers (LOFT) model, designed to E0206588 512018756 encourage teachers to provide students with a physical Educational Decision Makers in Temporary Systems. environment in which the student canbest work; (2) leadership: (3) Laffey. James. ,Ed.: And Others motivation; and (4) Midwest decision making models; (5) a community Teacher Corps Network. Lansing. Mich.; Roosevelt awareness model; and (6) Univ., Chicago. Ill. a multicultural education model. Graphic displays of each of these models arepresented. and Oct 1978 131p.: Proceedings of than Educational Decision basic characteristics of each are described. (MJ8) Makers Conferences (Chicago, IL, October 1977; and St. Louis, MO. May. 1978) EDRS Price - MF01/PC06 Plus Postage. Language: English Document Type: CONFERENCE PROCEEDINGS (021): PROJECT DESCRIPTION (141) Geographic Source: U.S.: Michigan Journal Announcement: RIEJAN82 Two conference% were held to assist principals. 19(J J.
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Children Act) is E0202132EA013584 reportnd. Changes in school based Educational organization and management stemming from the legislation are PolicyandPlanning. Compensstory Education divided into three categories: Programmes in the United States. (1) general school types of procedures, including such areas as evaluation and assessment Organisation for Economic Cooperation and Development,Paris of the individual (France). student'sprogram andnrogressand evaluation of home/school relationslips; (2) interventionteam 1981 340p.; With a resume in French. Some charts may types of procedures, among which are such practices as team reproduce poorl to marginal legibility of original document. selection and better utilization of personnel; and (3)-special education typesyf proced9res, Available from: which Initiate due process, OECD PuI cations andInformationCenter, formulate the individualize b educational Suite 1207, 1750 Pennsylvania Ave., NW, programs, format Washington, DC 20006 program implementation, ano ($17.00). establish pro&ess reporting. Implications for the teacher corps are consideredin the areas EORS Price - MF01 Plus Postage. PC Not Available fromEORS. of staff development and the determination of school needs. Language: English (PHR) Document Type: PROJECT DESCRIPTION (141) Geographic Source: France Journal- Announcement: RIEOCT81 efvernment: International E0100881 95 SP008803 . This description of federal compensatory education programs Effective Problem Solving. Affective 10.0. for the economically disadvantaged ,.was prepared for the Ward, G. Robert, Comp.; Borgers, Sherry B., Comp. Organization for Economic Cooperation and Development'sreview Houston Univ., Tex. Coll. of Education. of national edeclatIgn policies. As background, the report OP.; For related documents, see SP 008 804-806 first describes thU.S.ei educational system, the social and Sponsoring Agency: Office of Education (OHEW), Washington, educational changes since 1954 that gave rise tocompensatory D.C. Teacher Corps. programs, and the current debates over theta programs. Six EORS Price - MF01/PC041 Plus Postage. chapters then discuss the goals; target populations,services, Language: ENGLISH end resul of federal compensatory programs at the preschool, elementary Document Type: CLASSROOM MATERIAL (050) secondary. and postsecondary levels, including thse. Journal Announcement: RIEMAY75 training of teachers to serve disadvantagedgroups. Among the This competency -based teacher education module is designed programs covered are Head Start, Title I of the Elementary and so that Secondary Educatiqn the participant can become more effective in solving Act (ESEA), youth employment training, tilts or her problems by working through vocational education. four stager. The four Upuard Bound, Talent Search, Special stages are: (e verbally state your problem; (b) Servicesfor Disadvantaged Students, I restate your .Educational Opportunity problem and determine how you are involvedin the problem; (c) Centers, college work study, Educational Opportunity Grants, restateyour problem and emphasize collegestudent loans. your feelings and and the Teacher Corps. Three final reactions; and (d) restate your problem and indicate ways in chapters examine the compensatory programs' common objectives which you contribute to the 31tuation. and implementation procedures, assess the'programs' The module states the impact on terminal, objective, descrines specified activities, educational resources andachievement, andanalyze and the indicates postessessment procedures. Appendix A is anenswer multiplicity of federal compensatory programs and the proposed sheet to be used in the four steps. (.1A) solutions to this problem. An appendix presents detailedcase studies of Head Start, Title I of ESEA, and the TeacherCorps. (RW)
E0181639 EC122526 Educational Services as Continuous Process. Mann, Philip H. Miami Univ., Coral Gables, Fla. .1979 13p. EORS Price - MF0t/PC01 Plus Postage. Language: English Document Type: PROJECT DESCRIPTION (141) Geographic Source: U.S.; Florida Journal Announcement: RIEJUN80 The response of the Teacher Corps project schools to the iih mandates of P.C. 94-142 (the Educationfor All Handicapped
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E0143636 95 Sponsoring Agency: 0'f ice of Education (MHEW), Washington, SP011404 D.C. Teacher Corps. Factors Affecting the Institutional Developmentof CITE Contract No.: 300-76-0034 Programs. Vol. 2. Process Environment. EDRS Price - MF01 /PC05 Plus Postage. Systydzionaki, Jill M ; And Others Language: ENGLISIj State Univ. of New York, Albany. Teacher Education Document Type: RESEARCH REPORT (143) Developmental Service. *Journal Announcement: RIEJAN78 1976 . 59p.; For related documents, see SPOIL 401-409 and 4 SPOIL 542 This document is a synthesis andsummaryof fivereports investigating* the experience of New York State in tnt Sponsoring AgenCy: Office of Education (DHEii), Washington. D.C. Teacher Corps. ImpleTentation of competry based teachereducation. The document presents: (1) Contract No.: 300-76-0034 background information that determined thebasis for the EDRS Price - MF01/PC03 Plus Postage. study; (2) description of project Language: ENGLISH development prbcedures; (3) intervening variables encountered p as the research progressed; (4) impressions of researchers Document.Type: RESEARCH REPORT (143) ' regarding the Journal Announcement: RIEJAN78 feelings of respondentstoward items not discussed in the.>questionnaire; (5) short summaries This documentexamfnea threeprocess environment factors of each of . the five reports indluded in theseries; (6) a synthesis of (communications networics, morale of consortiamembers, and major findings teacher's union of the study; and (7) recommendations for attiatides) and their influencean the policy making and program design processes. responses of educational institutions Appendices present toaNew York State (1) a glossary of terms, (2) Departmentof the questionnaTF6- (3) data on Educatldh mandate on performance based teacher responses, (4) financing of CeTE teacher development education (PBTE). In studying the communications programs, networks, the (5) summariee of three related studies of competency based rk.learch focused upon three aspects: (1) formalvs. informal, teacher education implementation, (2) availability of (6) extended summaries of information, and (3) centralized vs.. , each of the studies Included in the research,and (7) a model decentralized networks. It appeared that formal communications for cooperative research'. (MJB) networks helped somewhat -inreceiving a four-year program registration as did high availability of informati concerning PETE. The data seemed to indicate no relatio ip between the degree of centralization and whether a fora ear 46 or one-year registration was received. Morale andcompliance with the mandate were looked at in termer of fiveareas related , tosatisfadtion felt by members of the consortium andinitial resistance of individuals to the PBTE mandate. Research in this area was inconclusive. Data seemed to support a relationship between cooperation of 1pcal teacher unions and four -year program registration. More general findings, as background for.further research, include: (I) majorobjectives of the PBTE groups participating in this study.werereported to be a) assistance to universities in the development and implimentation of PBTE programs, b)meeting the state mandate on PBTE, and c) obtaining registration for the given progrtust; (2) PBTEgroup members were involved to a degree that they collectively foundsatisfactory in establishing .requiaie group objectives; and (3) implementation of proposals isa kei".. area of concern to respondents in the survey. (MJB)
E0143635 95 SPOi1403 Factors Affectingthe Institutional Developmentof CITE programs. Vol. I. A Descriptive and Summary Report of the Research. Cooke, Kathleen G.; Whittle, Jenifer State Univ. of New York, Albany. TeacherEducation Developmental Service. 1976 125p.: For related documents, see SPOIL 401-409 and I. SPOli 542 3v- 13J "--\ DIALOG Filet: ERIC - 66-82/Mar (Item 199 of 637) User 9002 15apr82 c, 1675
ED 181876 95 EDRS Price - MFOI/PC05 Plus Postage. SP013342 Langusia: English Faculty Development for /nservice Education in theSchools. Korth. Bert Y.: And Others Document Type: CONFERENCE PROCEEDINGS (021) Geographic Source: U.S.: Vermoht American Association of Colleges for Teacher Education. Washington. W.C. Jourhal Announcement: RIESEP80 Sep 1978 69p. Thts document contcins the proceedings from the University, of Vermont's 1978 SPqnsoring Agency: summer institute on special education and Office of Education (DREW). Washington, Public Law 94-142. D.C.1Teacher Corps.. In addition to containing thewelcoming address, presentations' Available from: concerning interpreting the Order Department. American Association of mainstreaming law. Colleges for Teacher Education. One Dupont Circle. on perspectives from the,bureau for the Wits 610. handicapped, on the need for cap process for.handicapped Washington, D.C. 20036 (54.00. 10 percent discount on five or children, more; limited supply) the role and resppnsibilty of the' parenti of handicappedchildren, EDRS Price - MFOI/PC03 Plus Postage. on the educational needs of classroom language: English teachers who are required to implement thefederal mandate, and on the weaknesses Of standardized testing when Document Type: RESEARCH REPORT (143) app lied in the context of PS 94-142 atse included. Also discussed is MI' Geographic Source: U.S.; District of Columbia commitMent of Journal Announcement: RIEMAR79 the state of Vermont to Implementingchange in the educational system. A listing of Ideasandrecommendations conferencefaculty is emerging from threeregional appended (1.H) workshopson staff-development are presented. The workshops. conducted in early 1978. focused on three aspects of faculty development for inservice: the identification andand analysis of current and likely future staff developmentin colleges and Universitieswhose mission in elementary and secondary school is to assist in thecontinuing education of practicing teachers: an expansion of awarenessamongcollegeand university faculty on the state of the scene in inservice education and tr roles they,can assume in the process; and the provision of examples different colleges:and universities have used in providing staff develqpment services. The monograph is divided into seven sections. excluding introductory remarks. Section one considers various meanings of the term 'faculty development." and places focuson the provision ofmore effective job-imbedded inservice education to school personnel. Section two examines the nature' and impact of total institutional contexts, local schooY and community contexts, and state contexts upon the provisionof staffdevelopment efforts. Section three reports on critical development needs. and section four relates those needs to components of inservice education. Section five details the searchoyor exemplary programs of faculty development for inservice education. Section six presentsa college-wide approeph to the problem, and section seven presents recommendations and conclusionsdrawn from the regional workshops. (MJEI)
E0186432 SP016101 FAPE Free AppropriatePublicEducation . University of Vermont Summer InstitUte (Burlington, Vermont. July 18-22. 1978). Shiman. David, Ed.: Acid Others' Vermont Univ.. Burlington. 1978 103p. Sponsoring Agency: Office of Education (PHEW), Washington. D.C. Teacher Corps, ' DIALOG Filel: ERIC - 66-82/Mar (Item 201 of 637) User 9002 15apr82 1679
AND (2) THE TEACHER IS SD ISOLATED IN THE UNIVERSITY ED134563 SP010747 SETTING THAT HE CAN MAKE NO LINKAGEBETWEEN HIS LEARNING ANO HIS Federa! Education ProgramsandTheir Effecton Teacher- TEACHING. EXPERIENCE SHOWS THAT (1) CRASHPROGRAMS 00 NOT Education. WORK, (2) THE INSTITUTION THAT DESIRES CHANGE IN THE STUDENT Timpane, Michael MUST BE ON THE SCENE ANDREMAIN ON THE- SCENE TO RECEIVE Mar 1977 30p.; Position paper presented at the Annual FEEDBACK AND CRITICISM, (3) SELECTION PROCEDURES ARE CRUCIAL Meeting of theAmerican Association of Colleges for Teacher TO THE SUC'ESS OF A TRAINING PROGRAM, (4) PROGRAMS MUST BE Education (29th. March 1-4. 1977, Chicago. Illinois); will be RECEPTIVE TO FEEDBACK AND CRITICISM, included in AACTE 1977 Yearbook READILY AMENABLE TO CHANGES, AND (5)GRADUATE PROGRAMS SHOULD HAVE OPEN SESSIONS EORS Price - MFOUPCO2 Plus Postage. FOR EXCHANGE OF INFORMATION AND Language: ENGLISH PROBLEMS. OTHER NONFIELO- TESTED IDEAS SET FORTH ARE (1) ATTENDANCE BYGROUPS Document Type: CONFERENCE PAPER (150) RATHERTHAN ISOLATED INDIVIDUAL TEACHERSWILL RESULT IN Journal Announcement: RISJUN77 GREATER IMPACT, (2) CURRICULUMS SHOULD BE BASED ON STUDENTS' Thisdocument examinesdevelopments in federal elementary WANTS ANO NEEDS, (3) FIELD EXPERIENCE MUST BE GIVEN, (4i and secondary education support programs and suggests ways in CONTINUOUS FACULTY ATTENTION MUST BE GIVEN which TODIAGNOSIS AND teacher education institutions might respond to future FEEDBACK, (5) INTERLOCKS MUST BE ESTABLISHED BETWEEN SELECTED developments in the field. Federal policyenacted in the PUBLIC SCHOOL SYSTEMS AND THE Elementaryand SPONSORING COLLEGE OR Secondary Education Act (1965)promotes five UNIVERSITY, AND (6) EXPERIMENTATION ANO EVALUATION SHOULD BE distinct goals: (1! equal educational opportunity; (2) ENCOURAGED. (AF) educational reform; (3) educational research; (4) employment preparation; and (5) limited general support. While the role of the federal government has remained basically unchanged since, olicy debate continues, centering on (1) education's posit n in national social policy, with an emerging consensus that the federal government should concern itself with eco mic stabilization, income security, and health insurance, le ing responsibility for educational support mainly to the st tesand (2) program management in the intergovernmental system, that is, the power positions of the federal and state governmentsandthe local educational areas., Future trends indicate a heavy focus on state level activity involved in retrieving public confidence in the educational system and in managing decline due to shrinking enrollment, withnew federal programs focusing on preschoolers, handicapped students, and adults. Implications for teacher training institutions involve: (1) responding to changed demographic factors (shift to inservice educailon, career preparationcomponents, development of preschool and adult education services); (2) a planning effort to prevent a renewed teacher shortage in the 1980's; (3) concentration cc management problems; and (4) cooperation in those programs that the federal government does offer for facility extension and improvement (teacher, centers, teacher corps). (MB)
E0012699 SP001062 FEDERAL. FUNDS AND TEACHER EDUCATION. HAUBRICH, VERNON F. 22WV1966 18P. ..v EORS Price - MF01/PC01 Plus Postage. Language: ENGLISH Journal Announcement: CUMREPT MAJOR PROBLEMS OF THE FEOERALLY-FUNOEO FELLOWSHIP ANO TEACHER CORPS PROGRAMS ARE (1) THE COURSES ARE PROFESSOR-ORIENTED (LITTLE EMPHASIS IS GIVEN TO MAKING SURE "" THAT THE CURRICULUM IS RELATED TO REALISTIC SCHOOL SITUATIONS) DIALOG File': ERIC - 66.82/Mar (Item 203 of 637) User 9002 15apr82 1680
educational personnel, and the teacher E0185188 corps as a viable UD020432 model. Benefits accured, enhanced educational Federal Role in School opportunities Reform from Sociological and for children, significant changes in schools, administrators' Educational Perspectives. and teachers' attitudes toward ARTTC,*In-service training, Fox, G.-Thomas, Jr., Ed. and graduating corpsmen are discussed in relation to the school Emporia Kansas State Coll.: Florida Univ., Gainesville.; system. The final section presents the school-community-progr- Houston Univ., Tex.; State Univ. of New York, Albany. Teacher am relationship. (MJM) Education Developmental Service.; Wisconsin Univ., Madison. Teacher'Corps Associates Program. .1974 119p. Sponsoring Agency: Office of Education (OHEW). Washington. E0161849 5P013233 D.C. Field-BasedClinical Inservice Education. Eleventh Cycle EDRS Price - MF01/PC05 Plus Postage. Teacher Corps. Language: English Freiberg, H. Jerome; And Others Document Type: COLLECTION (020); REVIEW LITERATURE (070) Houston Independent School District, Tex. Geowaph1C Source: U.S. 1978 38p.; Presented at Natonal Journal Announcement: RIEAUG80i Council of Stateson InserviceEducation Conference (San Francisco. California. This monograph contains (1) five papers on issues raised in November 16-18, 1978) a study. byRon Corwinon the Teachers Corps program as an Sponsoring Agency: Office of Education (PHEW), Washington, instrument of educational change, (2)a summary of educators' D.C. Teacher Corps. and sociologists' responses to the papers, and (3) an essay Py Contract No.: G00780:13A5/489CH80287 the editor on possibilities for educational changeand EDRS Price - MFOI /PCO2 Plus Postage. institutional reform. The first paper Is by Melvin Tumin and Language: English deals with the issue of organizational survival in the wake of Document Type: RESEARCH REPORT (143) educational reform. In the second paper, author Minnie W. Geographic Source: U.S.: Texas Koblitz discusses the implications of the Corwinreport for Journal Announcement: RIEMAR79 the classroom teacher. The third paper, by Mario O. Fantini, Government: Local relates Corwin'sanalyses to theproblems of achieving Themajor goal of the inservice prngram described in this educational, reform in urban communities. In the fourth paper document was to develop, implement, tnd evaluate a on minority groups and educational reform. training Carl and, Gloria programdesignedto maximize theprofessional Grant review the growth of history, purpoSe, administration, and inservice personnel, including all participants in each phase effectiveness of two Federal reform efforts, Title I of the of planning. The services of a clinical instructor and a 'Elementary and Secondary Education Act and Project Head Start. consultant were used. In the planning phase of the program, The fifth paper is by Martin Haberman and focuses on the issue teachers specified individual needs and objectives, and the of teacher education as ar instrument for change in the public program adhered closely to these stated goals. elementary and secondary.schools. (GC) The consultant identified ways in which the clinical instructor couldasssist the teacher in mastering and applying new sk,111s. The program was conducted, In part, In the classroom with the clinical instructoractivelyparticipating with the teacher providing ED070747SP005966 feedback With regard to the teacher's mastery of new skills Field Centered Teacher Preparation. Final Report, Cycle B. andknowledge. Alternative learning activities for teachers 1970 -1972, f with differinginterests andabilitieswere Murphy, D. M. offered in workshops, andopportunities to practice Alaska Rural Teacher Training Corps, Anchorage. new skills were provided in a protected settingaway from the classroom. 1972 19p. Emphasiswas placed on the individual teacher's professional EDRS Price - MFOi /PCO1 Plus Postage. goals, and financial incentives were offered to participants. Language: ENGLISH (JO) Journal Announcement: RIEAPR73 The final report for Cycle 5 of theAlaska Rural Teacher Training Corps (ARTTC)consists of retrospective observations on the program over the period May 1970 throughAugust 1972. The preparation of the report consists of the observations and assessments of the project director. Contents of the report include a project descriotion, programoverview, project objectives, discrepancy evaluation, the school system, and the community. Discrepancy evaluation emphasizes the modification of a regular teacher training program, the effectson DIALOG Filet: ERIC - 66 -82 /Mar (Item206 of 637) User 9002 15apr62
materials anda ECO31322 RC003432 final test written in flowchart form are included. (KM) Financial Assistance of Mexican American Students inHigher Education. Rodriguez. Armando California State Coll.. Long Beach. ED186417 5P016048 May 1969 12pf.; Paper presented at Conference on Increasing Follow -up Conference Assessments Impact OpportunitiesforMexican Study. American Students in Higher Bryant, Brenda; Shinn, Earl Education (Long Beach, California, May 15-17. )969) .Southeastern Teacher Corps Network, Atlanta, Sponsoring Agency: Office of Education (DREW). Washington, Ga. D.C.% Nov 1979 48p. Sponsoring Agency: Office of Education (OHEW), Washington, Available from: Dr. Mayer J. Franklin. School of EduCation, D.C. Teacher pros. California State College. Long Beach.California 90801 EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MFOI/PCO2 Plus Postage. Language: ENGLISH Language:English Journal Announcement:RIEDEC69 Document Type: RESEARCH REPORT (143) Geographic Source: U.S.; Georgia The pr6blem encountered by Mexican Americahs in finding and Journal Announcement: RIESEP80 obtaining sources of financial aid to enterandcontinue in The higher education is reviewed. Financial follow-upassessmentscontained in this document assistance provided by represent four ' the FederalGovernment is described and discussed. conferences,,,that were sponsoredby the .augrams Southeastern Teacher Corps Network in 1977. The such as Talent Search, Upward Bound. Educational Oppoimfunity conferences areentitled: 1) The Parent Educalion.Program: GranteProgram, National Defense Student LoanProgram, and the 2) The Learning /Listening. Conference; 3') The Multiculural Education College Work-Study Program are emphasized. . Additional programs Conference; and 4) The Inservice Education Conference and pointed out includeGuaranteed Loans. Teacher Corps. High School. E Staff Development Seminar. The surveys used to collect the lency Program (HEP). and the HighPOtantial data for Program.. Eight this report were sent to participantsafter sixteen scholarships designed specificilly for monthi and twenty-three months. Spanish- eking students and 4 To determinethe impact of Maxim national, organizations of these events. the questionnaires explored the participants' mericans also offering schblarshipsare listed, along application, development, witha passes for obtaining information. Related documents and sharing of skills gained at the conferences. Copies of the questionnaires usedare appended. are RC 003.429, RC 003 431. RC 003 433. and RC 003 436. (SW) (LH)
ED1074924 SE019012 FloWcharting. A Beginning MathematicsUnit. Winston, Susan; And Others District ofColumbiaPublic Schools, Washington, D.C. Teacher Corps., Sep 1971 73p.; Marginal legibility on entire document Available from: ERIC/SMEAC, The Ohio State University, 400 Lincoln Tower, Columbus, Ohio 43210 (on loan) Document Not Available from EDRS. Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIEOCT75 This is a flowcharting unit developed by teachers. There is a listing of the unit's objectives, the terminal onebeing that the studentbe able to draw- and follow a flowchart describing a simple task involving a decision. A copy of the pretest is included. The first set of materials consists of four lessons and is a contract the studentmakes with the teacher. It is to be accomplished in one week. The second set has twelve activities, some mathematical and some nonmathematical 'in nature. The third set consists of four lessono. These lessons are nonmathematical in nature. The fourth set employs discovery lessons. Thereare ,both mathematical and nonmathematical examples. Evaluation
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4. ------The activity involved the full-scale implementation of the ED0118701 5P000664 system in 438 projebts in 12 NCIES programs. Programs included FRONTIERS IN TEACHER EDUCATION. ANNUALMEETING OF THE are: Bilingual _Education. EarlyChildhood. AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION Educational (ISTH. Leadership. Pupil Personnel Services. School Personnel VAR). NINETEENTH YEARBOOK, Utilization. Special Education. Teacher RUCBECK, VIRGINIA Corps. Teacher. Oevelopment for DesegregatingSchopls. 'Training of Teacher American Association of Colleges for Teacher Education. Trainers. Urban/Rural School Development. Vocational Washington. 131.C. Education 552. and Vocational Education 553. For the second year. the 1988 ip. system was refined and a new questionnaire developed. The Document Not Available from EORS. main output of this study was six volumes. This volume presentsthe Language: ENGLISH analysis of the data collected, , conclusions, and Journal Announcement: DH6667 recommendations for the programs and THE 14PAPERS APPEARING IN THIS REPORT for theCenter as a OF THE PROCEEDINGS whole. Also included is an Appendix, containing a description ARE--(1) "LEADERSHIP FOR INTELLECTUALFREEDOM IN HIGHER of the methodology used in the project. (Author/CK) EDUCATION." (2) "SOME IMPLICAtJONS OF FEDERAL INVOLVEMENT IN EDUCATION." (3) "OLD AND NEW FRONTIERS," (4) "FRONTIERS. REAL ANDMYTHICAL." (5) "CHALLENGES FOR TEACHER EDUCATION." (6) "THE COMPACT FOR EDUCATION." (7) "FEDERATION OF REGIONAL ED13725595 SP010892 ACCREDITING ASSOCIATIONS." (8) "CURRICULUM INNOVATION FROM THE Generic CompetenciesComponent Module Descriptions as of LOGIC OF, THE DISCIPLINES." (9) "CURRICULUM INNOVATION FROM THE April 1, 1974. NATURE'OF .THE PROCESS." (10) "CONCEPTS BASIC IN THE Houston Independent School DiatriCt, Tex.; HoustonUniv.. ACCREDITATIONOF TEACHER EDUCATION." (11) "THE COORDINATING Tex. BOARD." (12) "IMPLICATIONS OF THE NEW NCATE CONSTITUTION FOR 1 Apr 1974 53p.; For related document, seo SP 010 891 THE REBUILDING OF PRESENTSTANDARDS ANDTHEIR FUTURE Best copy available : ',..ALUATION." (13) "IMPLICATIONS OF THE NEW NCATE CONSTITUTION Sponsoring Agency: Office of Education (OHEW), Washington, FOR CHANGES. INTHEPROCESS OF ACCREDITATION.' AND (14) ;O.C.Teacher Carps. "PREPARATION OFAMERICAN TEACHERS IN THE FIELD OF WORLD EDRS Price - MF01/PC03 Plus Postage. AFFAIRS." ALSO PRESENTED ARE REPORTS OF CONFERENCE SESSIONS ON Language: ENGLISH (1) "NEW DEVELOPMENTS IN EDUCATION -- IMPLICATIONS AND ISSUES Document Type: CLASSROOM MATERIAL (050) FOR TEACHER EDUCATIO 1' (2) %"RESEARCH AND INNOVATION IN Journal Announcement,: RIEAUG77 TEACHER EOUCATIO (3) "NEW AND CREATIVE USES OF MEOIA'IN This document is a collection of componentmodule TEACHER EDUCATI " AND (4) "PREPARING EDUCATIONAL PERSONNEL descriptions forming generic teachingcompetencies developed FOR DISADVANTAG CHILDREN AND,YOUTH."AN EVALUATION OF THEIR during the Sixth or Eighth Cycle Teacher Corps Prograneof the AMERICAN CAMPUEXPERIENCE BY 2 AACTE INTERNS. SUBCOMMITTEE University of Houston and Houston Independent School District, REPORTS AND A DIRECTORY OF OFFICERS. COMMITTEES. AND MEMBERS Houston, Texas. The program 1s a two-year graduate internship ARE ALSO INCLUDED. THIS DOCUMENT IS AVAILABLE AS NINETEENTH for persons holding baccalaureate devees in fields YEARBOOK. FROM other than EXECUTIVE SECRETARY. AACTE, 1201 SIXTEENTH education, leading to a Master of Education degree and ST, EET. N.M.. WASHINGTON, O.C. 20036. FOR $5.00. (LC) p certification. The program focuses on ,elementary school education, urban education,, and the educatioh-of Black and Chicano children.,The document presents eleven geni4r1c competencies: (1) Teacher-Made Teaching Aids; E0067522AA001063 (2) Student - Centric Teaching Methods; (3) Teacher-CentricTeaching Full -Scale Implementation of a Process Evaluation System for Methods; (4) Individualized Instruction; (5) LearningCenters; Programs of theNational Center for the Improvementof (6) Team Teaching; (7) Differentiated Staffing; Educational Systems. Volune 1: Summary. (8) Open Concept Classroom Organization; (9) Parent-Teacher RMC. Inc.. Bethesda. Md. Conferences; (10) Teacher Recordkeeping Responsibilitis Nov 1972 91p. and (11) Models of Teaching. Format for the presentation of each Sponsoring Agency: National Center for Improvement of competency includes Reference SystemDesignation, Educational Systems (OHEW/OE). Washington. Program D. C.; Office of Description, Component Name, Module Cluster Name, Developer, Program Planning and Evaluation (OHEW/OE). Washington. O.C. Elate and State of Development. Developer Report No.: RMC-R-UR-172 Comments, User Comments, Modules Within Cluster, Module Cluster Rationale, EDRS Price - MF01/PC04 Plus Postage. ModuleCluster Ocjectives- , ModuleCluster Prerequisites, Language: ENGLISH Pre-Assessment Procedures, Learning Alternatives, Post-Assess- Journal Announcement: RIEFEB73 ment Procedures, and Remodiation. (MB) The second year, of effort In the development of a' process evaluationsystem for the programs of the National Center for the Improvement of Educational Systems (NCIES) is reported.
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ED024494 80 RC002761 performance, another change must be made. One aspect of this 'teaching method is maintaining a performance chart for each Geographic Distribution of'ruching Talent in California. pupil that indicates individual growth andallowsany needed Consultant's Report Prepared for the State Committeeon Public teachingprocesschanges EdUcatiati. tobe made within a few days. An Guthrie, James; And Others evaluation of the program is included in thisreport, as well as" adescription of the development of the program, the California State Committee on Public Education,Berkeley. personnel, and budget. (JD) Jan 1968 28p Sponsoring Ag ncy: Office of Education (CHEW). Washington, D.C. MRS Price - MF01/PCO2 Plus Postage. E0091369' 95 Language: E LISH SP008042 Glossary of Terms: Competency-eased Teacher Journal Anno ncement: RIEAP1269 EdUcation. State Univ. of New York, Albany. Teacher Education The central purpose of this study was to examine the relationship between Developmental Service. distribution- of teaching talent and Mar 1974 44p. geographic location of local school districts of California. Sponsoring Agency: Office of Education (DHEW), Washington. School districts were assigned to oneof four geographic D.C. Teacher Corps. categories (urban, suburban, rural, or small urban centers). EDR5"Price - MF01/PCO2 Plus Postage. Each category's teaching talent was assessedon six measures', Language: ENGLISH of experience and training. The most strikingfinding was that rural schools Document Type: DICTIONARY (134) possess a disproportionately low number of the Journal Announcement: RIESEP74 State's most highly quallf!ed teachers. It was swigested that Thisbooklet lists definitions of terms thestudy's findings neededelaboration to pertaining to de, -mine if competency-basedteacher education for the differences in teacher quality reflect purpose of themselves in decreasing the problem of a common understanding of a useful differences in pupil performance. It was recommended that vocabulary in this area of education. Each term hasone or' rural districts' ability to compete for talented teacher!be more definitions in order to point out variations, points of - improved by (1) instituting a statewide minimumsalary conflict, and similarities in usage. Themajority of schedule, and (2) increasing theattractiveness' of rural definitions are taken fromcurrent publications such teaching by offering benefits such as home buildingloans and as "CoMpetency-dased Education: The State of the Scene,"by Allen added opportunities for professional contacts. Shortrange Schmieder; "A Guide to Competency-Based Teacher improvement efforts Education," by shouldbe directed at istimu!ating rural Wilford A. Weber et al.; school recruitment activities "A Handbook for the Development of and forming a statewide Instructional Modules in volunteer teacher coips. Statistical data are included. (SW) Competency-Based Teacher Education Programs,"by Robert Arends et al.; and "Competency-Based Teacher Education: Progress, Problems, and Prospects," by Robert B. Howsam and W. Robert Hofiston. A 30-itembibliography Is included. (PD) E0168970 SP012886 Glassboro State College-Camdln City 12th CycleTeacher Corps Program. Brent, George 1976 10p. Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. EORS Price - MF01/PC01 Plus Postage. Language: English Document Type: PROJECT DESCRIPTION (141) Geographic Source: U.S.: New Jersey Journal Announcement: RIEAUG79 A program adapting precision teaching inan urban elementary schoolis described. This program, initiated by the Teacher Corps, was usedas aninservice project operating in the classroom. Four major procedural ateps.are described: (1) the teacher must describe an educational objective in exactterms; (2) pupil performance must be recorded daily in terms ofrate per minute for tasks; (3)if pupil data indicates the pupil is not learning, some aspect of the teachingprocess must be changed: and (4) if the teaching change does not improve
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papers ED184959S0012501 preparedby individuals with differing pointsof view relative to the shared management of teacher Good Things Can Happen: Citizen Involvementin Schools. education. This Davies, Don monographbeginswith a general discussion of governance, consortiums, and decision making. The New England Teacher Corps Network, Portsmouth,N.H. remainder of the 8 monograph is divided into two sections. Feb 1980 15p.; Paperpresented at the Citizen The first section Involvement in Schools Conference (February presents position papers by individuals who occupypositions 8. 1980). in four of the Sponsoring Agency: Office of Education (DHEW), rolegroups most commonly included in Washington. consortial governancearrangements. D.C. S - Theseareuniversity Contract No.: 300-78-0324 professors, public school teachers, school district administrators, and state department of education FORS Price - MF01/PC01 Plus Postage. In personnel. Language. English thesecond section, three teacher education centers that Document Type: CONFERENCE PAPER (150); are managed through consortial arrangementsare describedby POSITION PAPER (120) the directors Geographic Source: U.S.: New Hampshire of those centers. These three centers were selected to represent consortiums Journal Announcement: RIEAUG80 between (1) an institution and several Examples of effective participatingpublic agencies; (2) several parent andcitizen involvement in institutions. schools throughout the United several school districts, and an intermediate Statesare cited. ActiOns agency in include a ruling in Boston that parent groups have a nonurban setting; and (3) a large urban school, a right to district and several institutions of monitor classrooms in that city; a new collectivebargaining higher education. (RC) law which provides open access to informationabout the agenda and content of collective bargaining; and the creation of an Office of Parent Involvement in the newDepartment of ED187693 SP016104 Education. Also, several research studies indicate that parent Greenville Needs Assessment Analysis. and citizen involvement have benef,lcial effects. Several states have taken initiatives to fqster citizen Office of Education (OHEW). Washington, D.C.Teacher Corps. participation .1980 30p. through mandating local advisorycouncils at the school EORS Price - MF01/PCO2 Plus Postage. building Tevel. Community development programs haveenlisted strong grass roots Language: English support to work on local problems. Many Document schools have initiated collaborscive decision-making, Type: PROJECT DESCRIPTION (141): RESEARCH REPORT sessions (143) . which bring together educators, administrators.teachers. and parents. Citizens have also organized to Geographic Source: U.S.; Maine reverse public policy Journal Announcement: RIEOCT80 they find damaging to their interest. Finally. community A Teacher Corps-sponsoredsurvey of a rural town in northern education programs neve movedbeyond adult' education and Maine is described. The surveywas intended to investigate the recreation to becomingactively involved in community problems. (KC) feelings of town citizens regarding theirown lives, the town in which they live, and their school. It was intended to disclose the need for day or fostercare centers, to find out about the levels of educational attainmentin the town, and to investigate ED111762 95 SP009422 recreational interestsand the need for human Govermance by Consortium. services in the town. Other objectives of the survey included Hansen. John H.. Ed. the establishment of.dialogue betweencommunity and school and the determination Multi-State Consortium on of precise age groupings and incomelevels Performance-Based Teacher of townspeople. A map of the town 1s included. Education, Albany. N.Y.; National Consortium ofCompetency (Author/LH) Based Education Centers, Toledo. Ohio.; Syracuse Univ., N.Y. School of Education. iiip. Sponsoring Agency: National tenter for Improvement of Educational Systems (DHEW/OE). Washington. D. C.: Office of Education (OHEW), Washington. D.C. Teacher Corps. Grant No.: 0EG-0-7i-1099(725)i EDRS Price - MF01/PC05 Plus Postage. Language: ENGLISH Oocument Type: BOOK (010) Journal Announcement: RIEJAN76 This monograph is the result of aconference heldon the subject of governancebyconsortium. Thepurpose of the conference was to listen, discuss, and react to four position 1 7 DIALOG Filet: ERIC - 66-82/Mar (Item2i8 of 637) User 9002 15apr82 1685
approachesandpractices. This Parent Participation Profile E0198841 SP016369 (PPR) is Intended for use inneeds assessment andprogram Group Process Training at St. Michiel's Center. evaluation based onparticipantperceptions. Designed to Collaborative Research Study of the Dean's Council. provideuseable information for program development .and Kimball, William; And Others practices, it consists of twoparts, New England Teacher Corps Network, Portsmouth. N.H. the manual and tie instrument itself. In the first sectionof themanual, a Jun 1980 38p. complete explanation of the PPP, EDRS Price - MFOUPCO2 Plus ostege. including its general goals, specific objectives, and its design, along with a description Language: English of its pilot use in Texas, is provided. Document Type: PROACTOfiCRIPTION (141) The second section of the manual focuses on how to administer the instrument,. while Geographic Source: U.S.; Maine the third section consists of a sample PPP with intermittent Journal Announcement: RIEMAY81 wed' explanations of the morecomplex items. The completePPP - Asmall residential center for boys with learning follows the manual. ThePPP consists of forty-five disabilities items, most and/Or emotional problems was the setting foran folloWihg a Likert-scale format. It addresses four areas that intensive six-week inservice program designed to provide the have significant bearing on parent education program designs. staff with a combination of tutorial and direct training. The Those 'our areas are (1) previous participation, (2) attitudes training was subsequently integrated into a more formalized. about parent.involvement. (3) handicapping conditions, and (4) comprehensive. and on-going program through a local participantdemogreohics. It can be administered to parent university. The focus of the program was on the productive use participants prior to their entry into a program as a needs of the boys' leisure time and on the use of small groups in assessment for planning purposes, or as an evaluation at,the the solving of problems in peer and adult relaVonsh4os. The completion of a program todetermineprogram effectiveness. schedule of training included thefollowing activit 1: staff (KC) seminars, youth activity' groups, youth discussion groups. center-wide weekly meetings, iniividUpl staff consultations. and ,individual supervision. Progresswas evaluated by observation and feedback, and small group discussions between E0198373 CE028092 the trainer and - the staff. Pretests and posttests of staff Guide to ParentInvolvement: Parents'es Adult Learners. perceptions of the group home climate, and of their attitudes Annotated Bibliography on the Family. towardresidential 41 work revealed both positive and negative American Univ., Washington, D.C. Adult Learning Potential feelings about the training. A slide tape presentation about Inst. theprogram was preparedpnd shown to teachers, secondary Sep 1980 34p.; For related documents see CE 028 089-091. school students, and college students, and their responses are Sponsoring Agency: Department of Education (DHHS). included.. (FG) Washington, D.C. Teacher Corps. Contract No.: 300-77-0524 P41 EDRS Price -.41F01/PCO2 Plus Postage. Language: English ED198372 CE02a091 Document Type: BIBLIOGRAPHY (131) Guide to ParentInvolvement. Parents as Adult Learners. Geographic source: U.S.; District of Columbia Parent Participation Profile. Journa' announcement: RIEJUL81 American Univ., Washington, D.C. Adult Learning Potential Thie document is the last of a series of four Inst. reports developed to prbvide a comprehensiveoverview of parent Sep 1980 50p,: Some pages may not reproduce well due to involvement, encompassing the family, parenting needs, and small or italic print. For related documents see CE 028 existing resources, along with parent education approaches and 089-092. practices, ThOS document, en annotated bibliography, presents Sponsoring Agency: Department of Education (DHHS), brief descriptioms,of selected publications that relatetoga Washington, D.C. Teacher Corps. family, with special consideration given to parent educe Contract No.: 300-77-0524 They address a wide range of issues covering trends, problems, EDRS Price - MFOI/PCO2 Plus Postage. policy, and research on the family's form and function and Language: English its influence on the individual parent and child. Included are Document Type: NON-CLASSROOM MATERIAL (055): TEST, such topics as parenthood, child-rear,ng, aging parents, and QUESTIONNAIRE (160) stepparenting; families in transition, culturally diverse Geographic Source: U.S.: District of Columbia families, the history of families, and family Journal Announcement: RIEJULei policy; parenting, child care, the family as educator. and work and This document is the third of a series of four reports the family. (KC) developed to provide a comprehensiveoverview of parent involvement, encompassing the family, parenting needs, and existing resources. in addition to current parent education 149
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LITERATURE (070); PROJECT DESCRIPTION (141) ED198371 CE028090 Geographic Source: U.S.; District of Columbia Guide to Parent involvement: Parents as Adult Learners. The Journal Announcement: RIEJUL81 ',amity Academy Model of the Family as Educator. This document is the first of a series of four, developed to American Univ,., Waihington. D.C. Adult Learning Potential provide .a Inst. comprehensive overview of parent involvement, encompassing the family, parenting needs, andexisting Sep 1980 59p.: For relat.1 documents see CE 028 089-092. resources, Sponsoring in addition to current parent education approaches Agency: Depa-tment of Education (DHHS), and practices. This "Overview" Washington. D.C. Teacher Corps. is a panoramic scan of .Parent involvement programs, including Contract No.: 300-77-0524 child-reaming practices. 0LivAded-into-three-sections. -i-t addresses the basis for EDRS Price parent ' MF01/Pd03 Plus Postage. involvement, what it consists of, Language: English and what can be expected in the future. It includes a discussionof how parents and Document Type: REVIEW LITERATURF (OM); PROJECT DESCRIPTION child-rearing practices have (141) influenced thedevelopment of parenting_ and_%parent educationprograms. Ananalysis of Geographic Source: U.S.; District of Columbia numerous parent program models is presented, Journal Annouricement: R/EJUL81 evaluating their strengths andweaknesses. In addition, Thisdocument is the secondof a series of four reports critical issues and needs that parent involvement should addressas we move toward develbped to provide a comprehensiveoverview of parent the next century are examined. involveMent, The Overview is intended to encompassing the faAily, parenting needs, and serveas an introduction for existing resources, educators, including parent in addition to current parent education educators, whoareworkingwith approaches and pradtices. This "Family Academy Model" parents. Through the provides information provided, insights into programplanning and one interpretativn of how the.family functions as educator. Jevelopment are given. Two significant issues are raised: The report begins by revealing the dramatic changes that ha've parents areneglected as resources; taken place in American families during the past twenty yea& and neither parents nor educators involved with parents are viewed as adult learners. basedon'the impact of lower birth rates, more women in the (KC) work force, higher divorce rates. pusmonement of marriage. and a changing economic climate. Chapter 2 discusses five alternative family formssingle-parent, reconstituted, non-kin, multigenerational, and retirement--and their EDOM04SP005217 implications for educators. In chepser 3, the family life HandbookforDirectors, Educational Personne. ..eavelopment Cycle is examined through the traditional nuclear family. Programs, 1970-71. Contributions to understanding how the familyeducates are Bureau of Educational Personnel DevelopmeAt (DHEW/OE). highlighted la-chanter 4, which includes some thoughts on the Washington. D. C. Teachers Corps. family's curriculum content. In chapter 5,- the familyacademy 1970 32p. concept is presentedwith a descripilion of its four primary EDRS Price - MF01/PCO2 Plus Postage. learning tasks--role selection, personality acquisitiOn, value Language: ENGLISH format on,. and behavioral patterning. The five-step learning Journal Announcement: RIENOV71 ,sequeo e of the family academy is the focal point of chapter 6 This handbook was prepared to assist directors in and i applied to the development of life skills through four administering their EPDA projects in the followingar4pas: TTT, critical life events. Chapter 7 concludes with a discussionof basic studies, vocational and technical the future of the family. (KC) education, special education, earlychildhood, school personnel utilization. educational administration, media-specialists. and pupil personnel services. The subjects covered include 1)publicity: 2) applications; 3) ED198370 the seledtiobof participants and CE028089 notification to successful and unsuccessful appl:cants; 4) Guide to Parent Involvement: Parents as Adult Learners. the organization of the program including orientation. Overview of Parent Involvement Programs and Practices. examinations, American Univ., schedule, rules governing participatioM, and Washington, D.C. Adult Learning Potential instructional materials; 5) Inst. grant negotiation procedures; 6) general administrativematters; and 7) Sep 1980 89p.; For rolat budget adjustments. documents see CE 028 090-092. Three appendixes include copies of thebudget and Some tables may not reproduce learly due to small type. financial report and director's report: application for admission. Sponsoring Agency: Dep ment of Education (DHHS), confidential evaluation form, and rpplication for a stipend; Washington, D.C. Teacher Co s and a list of OE fiscal and program project officers. (mam) Contract No.: 300-77-0524 EDRS Price - MF01/PC04 Plus Postage. Language: English Document Type: NON-CLASSROOM MATERIAL (055): REVIEW 1 1 D DIALOG Filet: ERIC - 66-82/Mar (Item 224 of 637) User 9002 15spr82 1687
of undergraduate instruction; Title VII, ED198125 SPO1t7527 construction, reconstruction and renovation of academic facilities; Title Handbook for Review and Validation of Teacher Corps Products' VIII, cooperativeeducation; and Prectices.A Title IX, graduate programs; Title X, establishment and expansion of community c\---Eatc,West Lab,. for Educational Research and Development, colleges; San Title XI, law school clinical experience programs; and Title Franc loco. Cal'if. XII, general provisions. The Indian Higher Education Programs, Jan 4981 83p. Navajo CommunityCollege Act and the TriballyControlled Sponsoring Agency: Department of Education. Washington, D.C. CommunityCollege AssistanceAct of 1978 are ale° outlined. Contract No.: 300-78-0564 (SW) EARS Ps.lallt:cJMEOURC04.28.1Jusostage, Language: /English Document Type: NON-CLASSROOM MATERIAL (055) Geographic Source: U.S.; California ED191414 HE013106 Journal Announcement: RIEJUN81 HigherEducation Amendments of,4979: This handbook provides Hearings Before the suggestionaboutquality control Subcommittee on Education, Arts( and Humanities procedures that will enable Teacher Corps project personnel to of the Committee on Labor and Human Resources, United States Senate, assess the effectsandsuccess of ,educational products, Ninety-Sixth Congress, First Session, on S. 1839, Part I. practices, and Other outputs prior to dissemination. Two (October 2-3, 1979). assessment processes are outlined. The first, review, is the Congress of the U.S., Washington, D.C. Senate Committee on collegial ongoing process for Teacher Corps projectpersonnel Labor and Human Resources. to assess the effects and potential impact of innovations 1980 1.0319.: Not avalliime in paper copy due to marginal before dissemination. The second, validation, is the formal legibility of original document. post-developmentprocess for Teacher Corps projects to assess Available from: Superintendent of Documents, U.S.Government the evidence of effectiveness for approval byanofficial Printing Office, Washington, DC 20402 panel. Guidelinesandchecklists for reviewing innovative, EDRS Price - MFO7 Plus Postage. PC Not Availablefrom EDRS. products and practice! are provided. Thecriterie used for Language: English validatingan educational programare presented along with Document Type: LEGAL MATERIAL (090) descriptions of the responsibilities of projectpersonnel in Geographic Source: U.S.; District of Columbia the validating process. A format for submitting materials toa Journal Announcement: RIEJAN81 dissemination _review panel is Includedas well as a Government: Federal description of panel criteriaused for judging program United States Senate hearings on S. effectiveness. (JD) 1839, a bill to extend the Higher Education Act of 1965, and for other purposes, are presented. Testimony concerning the proposed Higher Education Amendments of 1979 is presentedbycollegeadministrators, financial 'aid officers, students, teachers, researchers, and ED174165 HE011620 representatives of the federal and state governments. The bill Higher Education Act of 1988 and Related Statutes. Committee includes the following parts: Community on Education and Labor, House of Representatives. Services and Continuing Education Programs, college library assistance in Congress of the U.S., Washington, D.C. House Committee on library training and research, strengthening developing Education and Labor. institutions, student assistance, May 4979 211p. Teacher Corps and teacher training programs, financial assistance for the improvement of Available -from: Superintendent of Documents, U.S. Government undergraduate instruction, reconstruction/renovation of Printing Office. Washington. DC 20402 academic facilities, cooperative education, graduate programs, EDRS Price, - MFOI/Pr09 Plus Postage. community collegeestablishment and Language: Englieh expansion, statewide planning authorization. Fund for Document Type: LEGAL MATERIAL (090) the Improvement of Postsecondary Education, National Institute of Education, and Geographic Source: U.S.; District of Columbia the Allen J. Ellender Fellowship Program. (SW) Journal Announcement: RIEDEC79 Government: Federal Provisions of the Higher Education Act of 1965 are presented in this, committeeprint. The followingparts of the legislation are detailed: Title I, community service and continuing edU -tion programs; Title II, college library assistance ano library trainingand research; Title III, strengthening developing institutions; Title IV, student assistance; Title V, Teacher Corpsand teacher training programs; Title VI. financial assistance forthe improvement ti A .1 50" DIALOG Filei: ERIC 66 -82 /Mar(Item227 of 637) User 9002 15apr82 , 1688
organized ED140720 HE009023 into five basic categories to help teachers survive in an open space atmosphere. First, it is easier to enforce a Nigher Education ;Technical AmendMonts, House Of few basic rules rather than numerous detailed ones. Rules and Representatives Report . S5-289. standards are moat effectiye when they areorganized into CongrAss of the U.S., Washington, D.C. House Committee on school-wide. and individual pod Education and Labor. rules. Secondly, careful considerationmust be given to the 6 May 1977 43p. patterns of student movement in,the open space schdol. Again, agreeing on student EDRS Price - MF01/PCO2 Plus Postage. movement patterns must be done both on a school-wide 'vole Language: ENGLISH and within each pod. Thirdly, it is essential that teachers. 01:tqWmentT.YpeL_LEGA.L.MATERIAL.--(090)------work-ingw-tthin--thec-same-riod-tlike every precaution-To minimize Journal Announcement: RIENOV77 distracting noise. 'Fourthly, teachers in.a pod mustjointly H. R. -6774 as reported by the Committee on Education and planwhere to locate furniture, Labor contains equipment and supplies, and technical and w;:ellaneoua amendments to Should agree on decorations for their open areas. higher education Lastly, 1\,,,, 'provisions imntained in the Education is essential to inform parents about open space as early and Aliendreents of 1976, (Public Law 94-482). The Educational rhdroughly as possible Successful coordination in these areas Amendments of 1978 became law on October f2, 1976. Areas will not only allow teachers to survive in open spacei but covered by this legislation include: 'communityservice ,and will lend to more coordination in implementing new programs. continuingeducation programs; lifelong learning: Basic (SK) EdUcatlonal'OppOrtunity Grants; grant to' states for state student incentives; federal, state, and private programs of low-interest insured loanstostudents in institutions of higher education; eligibility of student borrowers; loan ED139736SP011011 insurance supplemental guaranty agreement; default of student Human Potential Development. Under federal than insurance program; institutions lenders; Tyree, Edna J. apecial allowances; Student Loan Marketing Associati : dire 50p.: Not available,in hard copy due to marginal legibility loans to student in institutions of higher education; 'gen: al of original document provisions relatingto student assistance programs: acher Available from: Emporia Kansas State College, Corps and Teacher Corps teacher training, programs; and construction, Project, Emporia, Kansas 66801 (At Cost) reconstruction and renovation of academic facilities. (LBH) MRS Price - MF01 Plus Postage. PC Not Availablefrom EDRS. Language: ENGLISH - Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEOCT77 E0124545 95 'SP010165 This How paper describes the organization and implementation of toSurvive in the Open-Space School. Ocassional Paper 16 seminars, on the subject No. 10, of developing the potentials Inherent in the individuals involved. The stated goals Roper, Susan Stavert; Nolan, Robert R. of this group project for teacher corps interns are: (1) identify and Stanford Univ., Calif." Stanford Center for Research and use personal strengths andpotential in manyareas; (2) Development in Teaching. understandachievement May 1978 patterns and the way in which they 18p. encourage or inhibit the use of personal potential; (3) become Sponsoring Agency: National Inst. of Education (CHEW), aware of individual value systems; (4) Washington, D.C.; Office of Education (DHEW),Mgashington, D.C. establish and achieve immediate and long-range goals,; (5) identify areas of latent Teacher Corps. potential; (6) learn how to resolve Report No.: SCROT-OP-10. conflict; (7) learn self-motivation. An outlint of activities for the achievement Grant No.: 0E0,6007502009 of stated goals is provided for each of the seminars. (JD) EDRS, Price - MF01/PC01 Plus Postage,
. Language: ENGLISH Document Type: CLASSROOM MAIERIAL (050) Journal Announcement: RIEOCT76 Open space schools will lead to coordination by teachers in more exciting ventures in education, such aejoint teaching, individualized instruction,andcrossgrouping of students. "Open space schools," denotes a type or architectural design, and not an instructional program. Many teachers, though, are frustratedby open spaceand are inadequately prepared to function in the newarchitectural environment. Teachers successful in open space schools have stressed that their key strategy is coordination. Their suggestions have b3en 155 DIALOG Filet: ERIC - 66-82/Mar (Item230 of 637) User 9002 15apr82 1689
to a middle-school teacher - student learning situatior :p E0203541EC132805 uhich low-incomeandminoritystudents Identification, comprise approximately Referral andAsseisment of Handicapped one-third of,Ahe student body. The project also demonstrates Students: A Trainer's Manual, the type of teacher training and retraining Spearman, Carolyn:4Gaddis, Ruth necessary to meet the problems related to students from low-income families. Jefferson County Public Schools. Lakewood. Colo.; Rocky (Authors /LH) Mountain Teacher Corps Network, Landers. Wvo. .1980 221p.: Print is small. For related documents. see EC 132 801-809. ponibiqii5-Igency: Office of Education (DREW), Washington. ED045583 5P004446 D.C. Teacher Coops. Impact of theFlorida Model Follow Through Program on a EDRS Price - MF01/PC09 Plus Postage. Sponsoring Institution. Language: English Kaplan, Leonard: Tocco, T. Salvatore Document Type: NON-CLASSROOM MATERIAL (055): ' TEST, - 1970 8p.: Paper presented at the .AsricanPsychological QUESTIONNAIRE (160) Association Meeting, Miami, Sept. 1970 Geographic Source: U.S.: Wyoming EORS Price - MF01/PC0111us Postage. Journal Announcement: RIENOV81 Language: ENGLISH The trainer's manual offers a sampling of workshop materials Journal Announcement: RIEAPR71 to assist .the'regularclassroomteacher in the process of The Florida .Parent screening. Education Follow Through Model (See ED identification, referral, andassessment of 028 140 and ED 028 139) has fostered institutional change handicapped students. at Following an introdL:tfon are sections the University of Florida in two wevN: professors and making with information, sample handouts, forms, and checklists on use of increasedknowledge the and dndprstanding of the following topics '(samplesubtopics in parentheses): disadvantaged in their classroomteacher instructional content and format and identification of exceptional children the University has developed and (definitions, had approved a 2-year factorswhich inhibit learning, referral innovativeprogram leading to a master's degree in elementary characteristics): procedures for referral: nondiscriminatory education wits a specialty in early childhood education. testing: informal assessment techniques This (visual, learning. program will initially involve 27 Teacher Corpsmen worki in auditory learning, perceptu 4 motor learning, number concepts Jacksonville Model Schools implementing the homecomponen of and abilities, reading and language arts abilities, social and the Florida Parent Education Model. The program will epdhesize behavioral development, learning styles): ..rormal university study toward certification and a degree andservice tissessment/frequently used tests in various areas of to poverty childrenand their families in the community. assessment: and interrelation of educational assessment and Objectives will be to train teachers who can teach educational intervention. inner-city Additional sections offer lists of children 'effectively, think for themselves in curriculum and references, resources, materials, and audiovisual media. instructional development, workwilh parents and other Sample workshop evaluation forms complete the document! (SB) community agencies to strengthen the learning environment of the child, work withparaprofessionels, and cooperate competently with parents and others in institutional cluInge. Innovative components include emphasis on ED187664 SP015178 the disadvantaged, work in the-disadvantaged schools, work t:th rzwaprofessional Identifying and Maximizing Unique Talents of Children. The parent educators, training in theory anduse of systematic Murray StateUniversity/Hdpkinsville Middle School Teacher classroom observation, Corps Design, academic preparation from a panel of specialists in a non-course format, intensive work in reading Hainsworth, Jerome C.: Price, William O. and language developmsnt, inservice'work on a differentiated Murray State Univ., Ky. staff. (JS) Feb 1976 18p. Sponsoring Agency: Office of Education (OHEW), Washington, D.C. Teacher Corps. EDRS Price - MF01/P001 Plus Postage. Language: English Document Typer PROJECT DESCRIPTION (141) Geographic Source: U.S.; Kentucky Journal Announcement: RIEOCT80 A Teacher Corps project intended to develop and implement a program of individualized instruction at a local middle school is described. The program is based on the assumption that each student is, in some way, a gifted student. The project adapts educational research in the area of gifted student instruction 157 3 DIALOG F11491: ERIC - 66-82/Mar (Item 233 of 637) User 9002 15apr82 1690
ED012271N 5P001208 E0199238SP017685 IMPERATIVES FOR CHANGE, NEW YORK STATE EDUCATION CONFERENCE Impact ofthe University onImprovingthe Quality of ON COLLEGE AND UNIVERSITY PROGRAMS FORTEACHERSOFIH2 Education In e Secondary School Setting. DISADVANTAGED (YESHIVA UNIVERSITY. APRIL 10-11, 1997): Maddox. Kathryn: And Others JABLDNSKY, ADELAIDE ; AND DTHERS Feb 1981- 13p.; Colored pages may not reproduce clearly. New York State Education Dept. Albany.; Yeshiva Univ., New Paper presented at the Annual Meeting of the American York, N.Y. Ferkauf Graduate School of Humanities and Social. Association of Colleges for Teacher Education (Detroit. MI, Sciences. February 18. 1981). 1967 1p. EDRS Price - MF01/POO1 Plus Postage, Document Not Available from EDRS. Language: English Language: ENGLISH Document Type: CONFERENCE PAPER (150); PROJECT DESCRIPTION Journal Announcement: DH6667 (141) THESE PROCEEDINGS REPORT 19 DISCUSSION DEBATES, EACH Geographic Source: U.S.: West Virginia REPRESENTED BY A NUMBER DF PAPERS IN FOUR MAJOR AREAS--(1) Journal Announcement: RIEJUL81 CONCERN FOR ATTITUDES AND BEHAVIOR (ADMINISTRATIVE COMMITMENT, An overview is presentee of a program that., utilizes the COOPERATIVECOLLEGE-SCHOOL SYSTEM EFFORTS, CULTURE SHOCK, of a abilities team of universityprofessors to improve STAFF AND STUDENT ATTITUDES AND BEHAVIOR,' AND SENSITIVITY . curriculum, build a staff develOpment program, and establish TRAINING), (2) CONCERN FOR PEOPLE (TEACHING ETHNICGROUPS. diagnostic/prescriptive, reading and mathematics programs in a SELECTING STUDENTS, HUMAN RESOURCES, INVOLVING COMMUNITY ANDt' Junior high school. Theschool is in the inner city of PARENTS, AND LEARNING FROM SPECIAL PROGRAMS). (3) CONCERN FOR Charleston. West Virginia. and its population is comprised of TECHNIQUES (PRESERVICE STUDENT TEACHING. FIELD WDRK, INSERVIGE 'lower income students. Four professors, chairmen of the EDUCATION, INSTRUCTIONAL RESOURCES AND EQUIPMENT, AND university's mathematics. English, social studies, and science INNOVATIVEMETHODS), AND (4) CONCERN FOR SPECIAL CURRICULUM departments, visited and worked with the staff on a regular ASPECTS (PHfLOSDPHICAL AND PSYCHOLOGICAL BASES, ROLE OF basis for two years. THE A description is given cf a model for .HUMANITIES, READINGAND LANGUAGE ARTS, AND BILINGUALISM). THE staff inserviceprograms developedcooperatively by the FORMAL PAPERS ARE FOLLOWEDBY REACTIONPAPERS, OVERALL university and the school. The staff improvement project is EVALUATION OF THE CONFERENCE, A CONFERENCE SUMMARYOF under rthedirection of the Teacher Corps which serves as a "IMPERATIVES FOR CHANGE." AND A DIRECTORY OF CURRENT NEW YORK linking agent between the university and the school. (JD) STATE COLLEGIATEPROGRAMS FOR TEACHERS OF THE DISADVANTAGED. THIS DOCUMENT WAS PUBLISED BY YESHIVAUNIVERSITY, FERKAUF GRADUATE SCHOOL, 55 FIFTH AVENUE, NEW YORK, NEW YORK 10003, 122 PAGES. (AF) um9041 SP016212 Impact Studies 1980. Pine, Gerald J.: And Others Journal of Research Adaptation, vi May 1980
, May 1380 36p. Sponsoring Agency: Office of Education (DREW), Washington. D.C. Teacher Corps. Grant No.: 300-78-0466 Available from: Publications Office, University of Oklahoma, 555 Constitution, Room 145, Norman, OK 73037. EDRS Price - MFO1 /PCO2 Plus Postage. Language: English Document Type: SERIAL (022) Geographic Source: U.S.: Oklahoma Journal Announcement: RIENOV80 The extent 'of change causedby Teacher Corps research adaptation projects is examined. A report is given of the research addressing the relative impact of these projects on practitioners, teacher educators, and students. Excerpts are presented from paperson student achievemeht. teacher evaluation, and the impact of Teacher Corps research on professional staff development. (JD)
1 DIALOG Filet: ERIC - 66-82/Mar (Item 239 of 637) User 9002 15apr82 1692 ri
ED13573495 federally funded program, involving Jackson Stato University. SP010780, the Jackson Implications Public School System.. and the community. It for Subsequent Conferences:Suggestions Drawn represents efforts to incorporate theories, from Critique Informetion and Similar Experiences.No. 151. teaching-learning Goddu. Roland: Oucharme, Edward strategies, and multicultural experiences inteacher education into a single conceptual framework. The academic program is Nebraska Univ., Omaha.: NewEnglandProgram in Teacher Education, Durham, N.H. competency based and field centered withmany of the courses( being teamtaught. Amodular 1.0ct 1976,23p.: For related document.see SP 010 781 delivery system of learning experiences is used. The -modules arebeingprogrammed Sponsoring Agency7--OffrdaCfEdUballon ((MEW). Washington. provide to D.C. trackingof Student through the use of the computer. The Contract No.: 300-76-0228 instructional activities are facilitated by an instructional team representing the School of Education. Available from: University of Nebraska at Omaha, Center for the School of Liberal Studies, and theJackson Public School Urban Education. 3805 North 16th Street. Omaha,Nebraska 68110 System. (Sk.00) Inservice training is provided for the Cooperating teachers through formal courses, minicourses, comprehensive EONS Price - MF01/PC01 Plus Postage. workshops, Language: ENGLISH andseminars. There is an excep#Jonal child component emphasizing Document Type: PROJECT DESCRIPTION (141) the concept of mainstreaming and Journal Announcement: RIEJUL77 diagnostic/prescriptive teaching. Community-based educational activities are desig:ied and implemented in keeping This paper was prepared to advise the with the Teacher philosophyof Teacher Corps. The total project is evaluated Corps/Washington ManagementTeam about the 1976 National periodically by interns, members of the staff, the Conference. The following questions were used to organize:the policy body of the report: committee. National Teacher Corps Officers, and internal and (1) Why a conference? (2) Why certain external consultants. sessions? (3) Why Appendixes include objectives for each certain participants? (4) Why certain school and a sample instructional module. (JA) presentors? and (5) What imperatives shooed directplanning and design? In answer to the first question. it is suggested that the Conference program be clear in focus, be accountable to a statedpurpose, and be supportive of the needs of :he persons involved in the Conference. In response to the second question, a conferenceactivity sequence is proposed that allows presentors to have a more precise notion of expectations about what theyare asked to do and why, and allows participants to knowwhere they are in a discrete process and have a better idea of where and when to schedule social and recreational acfiv)ty to enhance learning. Discussionof the third question reports that the relationof audience of the Conference to actual program offeringsis not clear to the participants or the presentors andthat the basis for inclusionor .exclusion of contentor persons is also unclear. Who is to be served and in what way is thequestion individuals. presentors. and projects need clearer signals about. The answer to the fourth question is.thatthe choice of precentor should follow fromwhat TeacherCorps determines participants should learn and what participants are told they will learn, In reply to question five, nine suggestions are nresented for planning and design. (Me)
E0098234 SP008596 Improving Teacher Competency for Multi-Ethnic Children. Jackson State Univ., Miss. School of Education. Nov 1974 20p. EDRS Price - MFOI/PC01 Plus Postage. Language: ENGLISH Document Type: PROJEC DESCRIPTION (141) Journal Announcement: EMAR75 The TeacherCorps Pro ,pct described in this document is a .1. 161. DIALOG F11e1: ERIC - 66-82/Mar (Item241 of 637) User 9002 15apr82 1693
djscuss multiculturalism, dangers of stereotyping, areasof ED2043t0 SPOI8494 possible conflict, and implications for the schools. Improving Teaching in Nigher Education: A Review of Selected TheP'nine ethnicvignettes in part two explore each drodp's Literature. A Piper.for The Collegial Assistance Program Task Contributions to American culture and problems encountered by Force of the Texas Teacher Corps Network. each minority group. Lifestyles and children's learning styles Newman. Katherine K. in different cultures are also Mar 1980 described in order' to help 42p. teachers' work more effectively with minority group studentri. EDRS Price - MF01/PCO2 Plus Postage. The nine groups are Black Americans. Language: English Chinese Americans, East European Americans. American Indians, Document Type: REVIEW LITERATURE (070) Italian ArAer1cans. Japanese Americans. Jewish Americans. Mexican Americans. and Geographic Source: U.S.; Texas Puerto Ricans. Part three, a concluding chapter. Journal Announcement: RIENOV81 explains the teacher's role in achievingmulticultural understanding. The focus of the literature in this revie is on schools of (Author/AV) educationand teacher educators. References nre included on major works on.the topics, and central questions and issues are raised. The factors which make it difficult to arrive at consensus about the quality of teaching in higher education EDI44854 95 50010213 areoutlinedalongw.th various definitions of quality from In Praise of Diversity: Multicultural Classroom several sources. Categories of teacher,. theirattitudes. Applications. teaching strategies, and characteristics are presented. Four Grant. Gloria, Ed. different ways to confront the problem of upgrading teaching are explored: Nebraska Univ.. Omaha. Center for Urban Education. (1) discovering the most effective teaching 1977 318p.: For a related document, see SO 010 214 method; (2) selecting and training higher quality teachers: Sponsoring Agency: Office of Education (OHEW). Washingtori, (3) improving individual professor's teaching through D.C. Teacher Corps. inserviceeducationand evaluation: and (4) offering Contract No.: 300-76-0228 innovative educational programs. Eacb_strategy cises from a EORS Price MF01/PC13 Plus Postage. particular historical context anWocUseson a distinct aspect Language: ENGLISH of the dilemma. MajorattemOis to conceptualize faculty Oocument Type: CLASSROOM MATERIAL (050) development are r4viewed, and examples of improvement programs Journal ..nnouncement: RItFEB78 In the past decade are offered with summaries of the impact of The teacher's guide contains 51 activity units such programs and current issues affecting them. Literature for on implementing multicultural education in areas of social the process and techniques of clinical supervison is reviewed. studies. language arts. science, .and math, and art. Activities, the problems and issues involved in this kind of designed for elementary and junior high 'students, supervision are discussed. (JD) focus on racial and cultural diversity. 'the elderly, sex-role stereotyping, and the handicapped. Two introductory units suggest strategies for helping students understand personal feelings. relatinns)iips with others, and the ED144855 95 50010214 meanings of toluntaryand forced.migration and immigration. Many of the In Praise of Diversity.: A Resource Book for Multicultural units make use of background reaci:ngs providad for the Education. teacher in the companion document. SO 010 214. Each unit Qold.'Milton J., Ed.; And Others Identifies the experiences students should undergo as they perform 'he Associatidn of Teacher Educators. Washington. D.C.: Nebraska suggested.activities. Univ.. Omaha. Center for Urban Education. Many involve discussion with members of the communtty suchasgrandparents, lawyers, and the 1977 231p.; For a related document, see SO 010 213 handicapped. Students are encuuraged to create murals and Sponsoring Agency: Office of Education (DREW), Washington. collages depicting D.C. Teacher Corps. leisure and working activities of various raciil groups, to write chapters in American history Contract No.: 300-76-0228 reflecting the roles of ethnic groups, EDRS Price - MFO1 /PCiO Plus Postage. and to read at home with parents inselected books withnonsexist themes and Language: ENGLISH illustrations. (AV)/ Document Type: BOOK (010) Journal Announcement: RIEFEB78 The resourcebook contains essays and ethnic vignettes to help teachers and teachereducators understand the diverse lifestyles, backgrounds, and attitudes of students and families in American society. The book providesbackground inforMation for elementaryand junior high activity units contained n SO 010 213. Part one contains four chapters which it./ DIALOG Filei: ERIC- 66-82/Mar (Item 244 of 637) User 9002 15apr82 1694
Langu"ge: English ED179426 S0012016 In Searchof Document Type: PROJECT DESCRIPTION (141) Ethnic Diversity: Multicultural Experiences Geographic Source: U.S. Through Literature. A Mini-CoUrse. Trainer's Manual. Manna. Anthony Journal Announcement: RIEJAN8! Maine Univ.. Farmington. This book describes the efforts of 10 stateprojects, funded by the Youth Advocacy Projects of the Teacher Corps, Which Jun 1979 75p.; Several non reproduciblehandouts were brought students, teachers, school administrators, community removed from the appendices; Not available from EDRS in paper members, copy due to light youth service agencies, state education officials. andbroken ink throughout much of the anduniversity original personnel together to create more effective services for troubled youth. The first two chapters focus Sponsoring Agency: Bureau of Education for the Handicapped on the nature of the projects, their working hypotheses, and (DHEW/OE). Washingtop. D.C.; Office of Education- (DHEW). use of community-based Weishington. D.C. Teacher Corps. educationprograms for youth. program design. goals. structure, andskill-building Bureau No.: 451AH60892 components of each project Contract No.: G007700127; 6007700128 are presented in detail. The evaluation results across all projects EDRS Price - MF01 Plus Postage. PC NotAvailable from EDRS. are reviewed in an examination of the governance structure, social organization, p : English emerging role Docu relationships. training modes, and delivery nt Type: TEACHING GUIDE (052) systems. (Author/HLM) graphic Source: U.S.; Maine Jo rnal Announcement: R/EAPR80 Thedocument presents a minicourse exploring multiethnicity in children's books and literature, introducing bookselection ED196842 5P016372 aids. and emphasizingprocedures for incorporating ethnic In-Service Training Programs for Teachers inTeacher Corps literature into the regular curriculum. The objective is to andNon-TeacherCorpsSchools Utilizing a Questionnaire familiarize upper elementary andjunior high teachers with Instrument. Collaborative ResearchStudyof theDeans' resources and materials appropriate for making studentsaware Council. of the multiethnic characteristics of American society.Lesson Parker, Sandra plans are offered for eight lecture/discussion sessions and a New England Teacher Corps Network, Portsmouth. N.H. field-based project requiring the design of a two-week -Jun 1980 14p. literature unit which includes examples of ethnic literature. Topics EDRS Price - MF01/PC01 Plus Post- ,a. are entitled "Out of the Melting Pot and Toward Ethnic Language: English Diversity." "Definition of Ethnic Literature." "Values_ of Document Type: RESEARCH REPORT (143) Teaching Ethnic Literature." 'How to Judge a Book: Theory." "How to Judge a Book: Geographic Source: U.S.; Massachusetts Practice." - "Selected Resources for Journal Announcement: RIEMAY81 TeachingEthnic Studies." and "Selected Models for Including Thir survey of teacher attitudes toward inservice training Ethnic Literature in the Curriculum." Appendicesinclude lists programs of book selection aids, was done to compare reactions of teachers affiliated resources for the adolescent, books with a regional Teacher Corps project to about the black experience and the American Indian. those in non-Teacher ways to Corps schools. The rationale was that as faculty turnover in build appreciationand standards in- literature, ways to public schools analyze decreases due to fiscal constraints and books for racism and sexism, studies of folk tales. declining enrollment, how to judge a book, the only real vehicle for improving the and two model unitplans for teaching quality of public education is through inservice literature. Transparencies; and nonreproducible handouts from programs at all appropriate levels. While local, state, and federal the appendices may be obtained from Dr. Manna at the agencies are funding University of Maine at Farmington. (CK) proliferatingand perhaps conflicting inservice programs, the local Teacher Corps inservice experiences are based on collaborative decisionmaking by the local community, schools, and university. A questionnaire was devised that provided data on E0190972CG014626 eleven elements of teacher attitudes toward inserviceprograms. In Service of Youth: New Poles in the GoveMance of Teacher whichwere rated by agreement categories. The findingsare listed in thirteen Education. The Youth Advocacy Projects of Teacher Corps. groups, including: (1) recruitment patterns; Joyce, Bruce. Ed.; And Dthers (2) motivations for participation; (3) sources of inservice leadership; Vermont'Unlv., Burlington. Teacher Corps Youth (4) Advocacy least helpful functions of leaders; (5) sources of programs; Loop. and (6) most helpful participant roles. Dn the basis of the 1980 13IP!: For related documents see CG 014 625-27. findings, ten recommendations are made. Sponsoring Agency: Office of Education ((MEW Washington. D.C. Teacher Corps. EDRS Price - MF01/PC116 Plus Postage.
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Johnson-O'Malley E0196843 SP018373 administrative expenditures, Indian enrollment and attendance figures, and breakdowns of funds(by IncreasingAdolescents' Intellectual Skills. Collaborative reservation). In conclusion, Research Study of the Dean's Council. the report lists funds allocated through PublicLaw874 and the Schaffer, Marilyn C.: Loomis, Louise Elementaryand Secondary Education Act, aswell asJohnson-O'Malleykindergarten, Neu England Teacher Corps Network. Portsmouth. N.H. summer workshop, and higher education funds. Related documents Jun 1980 12p. are ED 041 651 and ED 041 653. (EL) Sponsoring Agency: Office of Education (DHEW). Washington, D.C. Teacher Corps. EDRS Price - MF01/PC01 Plus Postage. Language: English ED026341 SP002212 Document Type: REVIEWLITERATURE (070); RESEARCH REPORT Individualization of Instruction for-reacher Corpsmen. (143) Sorber, Evan R. Geographic Source: U.S.: Connecticut Temple Univ., Philadelphia, Pa. Journal Announcement: RIEMAY81 .1968 19p. Researchers have concluded that thecontinueddebate over EDRS Price - MF01/PC01 Plus Postage. the heredity- environment issue concerning the nature of Language: ENGLISH intelligence is nonproductive. Recent evidencedemonstrates Journal Annarncement: RIEJUN69 that intellectual abilitiescan be improved with practice. This preparation of the Temple-Philadelphia-Trenton Teacher Heredity may determine upper limits of abilities within Corps Program describes the use of the resources which are individuals. but there is considerable room ;eft for available to most colleges, universities, schoolsystems, and improvement with practice. The Guilford model of intelligence communities to achieve the goals of technology C suggests that intelligence is a systematiccollection of education--individutlization and humanization. functions forprocessing information. The S^- most important deployment andcharacteristics (including intensity Lnd intellectual skill that an individual can master is the diversity of involvement, ability to work as a team, discovery of theprocesses surroundingsuccessful problem knowledge, ability to communicate, and respect for solving. A researchdesign was implemented to apply the individuality) are presented. concept of intelligence as a series of teachable skills The major portion of the report in a is a description of training techniques for individualizing classroom setting. The subjects were 89 ninth grade students learning. selected on the basis The first emphasizes the contract system (in which of low achievement scores. Pretest the student contracts with his teacher to make posttestresults indicate that the adolescents' a study in a intellectual field chosenby the student) which involves a chance for skills are capable of improvement In a relatively short period students to study relevant problems, of time. (JN) relates todemocratic interaction, improves self-initiation, emphasizescooperation, and gives the student statureas a person with rights and feelings. Another technique emphasizes individual experiences in school andcommunity, E0051922RC005325 a program in which the needs and Indian individual skills of interns are diagnosed and structuredinto Education: Johnson-O'MalleyActivities: Annual a system for involving students in the community. In addition, Report. 1969-1970. brief reports of the other techniques used in the Barlow. Earl J.: Billedeaux, Dwight A. programare provided, such as a humanrelations training laboratory, Montana State Dept. of Public Instruction, Helena. microteaching, and the use 'Oct 1970 of individual team leader and 84p. intern skills. A 13-item bibliography is included. (SM) EDRS Price - M.;01/PC04 Plus Postage. Language: ENGLISH Journal Announcement: RIEOCT71 Information is given on Johnson-O'Mtalley funds provided for education of Montana's Indians during 1969-70. After a summary of such Johnson-O'Malley activities as provision of foster homes, special transportation, and home-school liaison, excerpts fromJohnson-O'Malley project reports are presented (by reservation). The number oV Montana Indianhigh school graduates and names of Indian students attending institutions of higher education through theaid of Federal funds are given. Programs involving development of school programs relating to drug abuseeducation, the Teacher Corps and teacher aide training. Follow Through, bilingual education, and esreer opportunities fe also discussed. Tables provide
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phase of refinement and redevelopment at present. (Puthor/JA) ED178532SP015066 Information, Vol. 1. Number 4. Teacher Corps Dissemination Project Bulletin. Rosenau, Fred S.,Ed. ED074592EA004858 Far West Lab. forEducational Research and Development. San Innovation and Change: Francisco. Calif. A Study of Strategies in Selected Projec,s Supported by, the National Center for the Aug 1979 9p. Improvement of Educational Systems. Final Report. Volume IIA: Case Sponsoring Agency: Office of Education (DHEW). Washington. Studies. D.C. Abt Associates, Inc. Cambridge, Mass. Contract No.: A0 -78-0564 22 Dec 1972 190p. EDRS Price - MF01/PC01 Plus Postage. Sponsoring Agency: Language: English Office of Education (DHEW), Washington, D.C. Office of Planning, Budgeting, and Evaluation. Document ripe: SERIAL (022) Report No.: AAI-72-98 Geographic Source' U.S.; California Contract No.: OEC-0-71-3714 Journal Announcement: RIEMAR80 EDRS Price - MF01/PC08 Plus Postage. Guidelines are provided for disseminating informationon Language: ENGLISH( teacher corpsprojects. Information is given on experienced Journal Announcement: RIEAUG73 disseminators such as existing networks that are available to This is the second of five documents compiled to report help in planning. on Suggestions aremadeon targeting the problem of innovation information and marketing. (JD) and .change in the context of projectssupported by the National Center for the Improvement of Educational Systems (NCIES). This document consists of 13 case studiesof eight NCIES programs: Career Opportunities, Teacher Corps, School Personnel Utilization, ED100905 95 SP008832 Early Childhood, Special Education, Educational Leadership. and Initial SystematicManagement Designfor Training Teacher Corps, Teacher Trainers. All of the case studies touch Cycle V. University of Southern onproject California, School of goals; project organization and management; communication of Education. skills and knowledge Gromfin. Annette M. to trainees; trainee selection, screening. and recruitment: establishment of relations with University of Southern California. Los Angeles. School of local education agencies: Education. and utilization of the resources of institutions of higher education. Nov 1971 22p. Summaries of the project according to these categories appear in the document Sponsoring'Agency: Office of Education (DHEW). following Washington. the case studies themselves. Related documents are EA 004 857 D.C. Teacher Corps. and EA 004 860. (Author/ON, EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEMAY75 This initial systematic management design for TeacherCorps. Cycle V. at the University of Southern California's School of Education covers the entire two yearsof the program. The documentcontainsobjectives stated in measurable terms. graphic representations of activities (flow chartsand time sequence charts), key decisionpoints to attain the objectives. and a scheduling of who is responsible for each activity. Among the major objectives for the program are the following: (a) to train interns in depth to understand delinquentyouth in the educational process; (b) to acquire accreditation for each intern: (c) to award a master's decree to each intern; (d) toestablish learningcenters as competency based, experimental modules in the schools; (e) to create community related adjunct groups; (f) to develop new relationshipsbetweencorrectional schools and inner-city schools; and (g) to field -train cooperating teachers to work more effectively with delinquent youth. A List of regularized procedures concludes the model. It is stated that the design Is constant in its evaluation and revision and is the first 1SJ DIALOG Filet: ERIC - 66-82/Mar (Item253 of 637) User 9002 15apr82 1697
ED072532 other teachers insights and strategies learnedin the program: EAC04859 (4) establish a classroom environment Innovationand Change: A Study of Strategies in Selected to provide children with a morestable emotional and physical learningambiance; Projects Supported by the National Center for theImprovement (5) of Educational reestablish the role of the brincipal as leader of teacher Systems. You're IN: Case Studies and Case innovation and curriculum development; Study Summaries. Final Report. (6) encourage parents and community Abt Associates, Inc. Cambridge, Mass. volunteers to participate in school instructional programs; (7) 22 Dec 1972 204p. develop training programs for local school administration: (8) buildcommunity confidence in Sponsoring Agency: Office of Education (DHEW). Washington, D.C. Office of Planning, Budgeting, and Evaluation. the instructional program in support of thelearning needs of Report No.: AA/-72-88 the multi-cultural child; (9) field test course work designed for a proposedbilingual/crosscultural credential; Contract No.: OEC-0-71-3714 up-date (10) EDRS Price - MF01/Pt09 Plus.Postage. .pompetency-based educationmodules designed for training teachers in Language: ENGLISH bilingual andmulti-cultural teaching skills; and (11) develop greater interdisciplinary Journal Announcement: RIEJUN73 cooperation in thebuilding of teachereducation courses. The above Included are reports on seven case studies thatidentify the objectives and their implementation strategiesused by projects to accomplish their goals are described in detail. and the Successes andfailures are discussed, and the project as a context surrounding the change process in eachproject. The whole is evaluated. (JD) case studiesaresummarized in a final sectionand are organized around goals; organization and management; communicatingskillsandknowledge to trainees; trainee selection, screening, and recruitment; establishing relations with Local Education Agencies (LEAs); and utilizing resources of the institution of Higher iducation (IHE). The seven projects reportedon in depth are (1) the Special Education Program at Hermosa State University. (2) Johnston Special Education Project at Van Buren. (3) AtlanticaTraining Teacher Trainers Project. (4) Pupil Personnel Services at Ocmurgee State University, (5) Training of Teacher Trainers Project at the University of Riceville, (6)Career Opportunities Program at Sussex.North Monroe. and (7) Teacher Corps at West Kingsland University. (Author/EA)
ED146144 95 SP011800 Innovative TeacherTraining for Multi- Cultural Education. Final Report of the Cycle X Teacher Corps Project. Marsh, David D. Lawndale School District. Calif.; Universityof Southern California. Los Angeles. School of Education. Oct 1977 77p. Sponsoring Agency: Office of Education (DHEW), Washington, D.C. Teacher Corps. EDRS Price - MF01/PC04 Plus Postage. Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEMAR78 This report describes an inservice teachereducation program that hadspecial emphasis on multicultural education, initiatedby the Teacher Corps at the U-Aversity of Southern California. The children in the elementary school involvedin the project were mainly Spanish-speaking Mexican-Americans. The objectives for the project were to: (I) retrain teachers-in-practice in bilingual and multi- .cultural teaching techniques: (2) provide specialized training forinstructional aides; (3) develop a teacher center design for sharing with 171 DIALDG Filei: ERIC - 66-82/Mar (Item255 of 637) User 9002 4-82 1698
ED129806 95 The suggested manner of accomplishing this is to focuSon the SP010521 development of inservice teachers into practicing educational InserviceEducation ConsortiaDevelopment. Dissemination researchers as part of a staff improvement program. Case Report: Second Year - -Ninth Cycle Teacher Corps. studies of a New Hampshire Smith. Albert; And Others junior high school's inservice research program,which has also led to significantstaff Western Washington State Coll., Bellingham. development, are cited. A bibliography is appended. (LH) Jul1976 66p.: For related document, see SP 010 520 Sponsoring Agency:Office of Education (DREW), Washington. D.C. Teacher Corps. EDRS Price - MFO1 /PC03 Plus Postage. ED185007 SP015721 Language: ENGLISH Inservice Education: Criteria forand Examples of Local Document Type: PRDJECT DESCRIPTION (141) Programs. Journal Announcement: RIEFEB77 Edelfelt, Roy A., Ed. A narrativeand documented review of the initial stages of Western Washington Univ., Bellingham. organizing a consortium for inservice teacher education is 1977 134p. presented. Functioning as a Teacher Cbrps project, a model is Sponsoring Agency: Office of Education (DREW), Washington. beingdeveloped for collaborative decision-making among D.C. Teacher Corps. teacher associations, local school districts. and institutions Grant No.:G0076000 of higher education. Under consideration isa model consortium EDRS Price - MFOO6V Plus Postage. in the state of Washington involving Western Was "' ;non State Language: English College, the ArlingtonEducation Association, and the Document Type: PROJcCT Arlington Public DESCRIPTION (141); TEST, School District. The major emphasis of the QUESTIONNAIRE (160): NON-CLASSROOM MATERIAL (055) consortium will be on inservice or continuing education/ Geographic Source: U.S.: Washington certification for teachers. In addition to development of the Journal Announcement: RIEAUG80 consortium by-laws, another component of thiseffort is a The first section of this book presents a discussion of study that attempts to cost out the the development of the model. criteria tobe used in developing and evaluating inservice Nine Appe'dices detail the rollowing: (A) TeacherCorps -' teacher education programs. The criteria are decision-making, Second Ye r, 9th Cycle (.,itlining Teacher Corps objectives in relationship to the program of the school, resources. developi g continuing education of school faculties); (B) commitment to teacher education, Guidelin s and rewards. Section Two and Standards for the Development and Approval of contains descriptions of n;ne inservice programs. (JD) Programof Preparation Leading to the Certification of School Profes tonal Personnel; (C) Cost-Benefit Analysis; (0) Miscellaneous Consortia DevelopmentDocuments; (E) Events Held Diredtly Related toConsortia Development; (F) Minutes of Planning Meetings of November 17 and December 1; (G) .etter of Intent; (H) Northwest Professional Development Consortium Policy Proct,uures and By-Laws; (I) Agency Approval of By-Laws. (JD)
ED180946SP014901 Inservice Education: Collaborative Action Researchand Teacher Emancipation. Pine, Gerald J. New 'J-.oshire Univ., Durham. .19 16p. Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. EDRS Price - MF01/PC01 Plus Postage. Languasm: English Document Type: POSITION PAPER (120); PRDJECT DESCRIPTION (141) Geographic Source: U.S.: New Hampshire Journal Announcement: RIEMAY80 The point is made that educational research mustbecome classroom-oriented insteadof remaining university-oriented.
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delivery E0205463 SP0174C4 systems for inservice education; and (7) institutional responsibility for inservice education.Appended Inservice Education: Criteria for LocalPrograms. is a list of Edelfelt, Roy A. reportsandreadings on inservice educsti;-1 projects from the ERIC data base and the American Association WesternWashington Univ., Bellingham. of Colleges for Teacher Education. (FG) 1976 21p. Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. Grant No.: 489AH60390 ED191839M, SP016695 MRS Price - MFO1 /PC01 Plus Postage. Inservics Education: Priority for the '60s. Language: English Johnson, Margo Document Type: PROJECT DESCRIPTION (141) Syracuie Univ., N.Y. School of Education. Geographic Sourcm: U.S.; Washington 1980 52p. Journal Announcement: RIEDEC81 Criteria Sponsoring/Agency: Office of Education (DHEW). Washington, suggesting standardsand characteristics for D.C. Teacher Corps. inservice education programs are described. In an introductory Available from: National table, the purposes of inservice education art illustrated. Wssemination Center, Syracuse They include advanced University, 123 Huntington Hall, Syracuse, NY 13210.($4.50). degrees, school improvement, Document Not Available from EDRS. professional advancement, retraining fornew assignments, and Language: English personal professional development. The process, setting, Document Type: PROJECT DESCRIPTION (141): EVALUATIVE REPORT authority, responsible agency, reward structure, and (142) motivation for each of these purposes are listed. Inservice programcriteriaare Geographic Source: U.S.; New York grouped into five sections: decision Journal Announcement: RIEJAN81 making, relationship to the program of theschool, resources, This publication, part of the Professional Development - commitment to teacher education, and rewards. Thecriteria may series, be used in several ways. presents an analysis of present and future needsfor They may provide basic ideae upon developing innovative which professionals can plan and operate a approaches to professional staff program. Theymay development. Forces that have compelled fresh approaches for also be used as survey items to obtain perceptions ofdistrict inservice program designs include: (1) equal education for or school personnel, to provide information on current women and minorities; (2) social and economic forces; (3) the circumstances and what might be desirable in an inservice education program, knowledge explosion; and (4) declining enrollments. State and and to examine the priorities of those federal governments involved in program development. (JD) have anobligation to provide long neglected leadershipand financial support for inservice programs. Issues for educational personnel and the community are discussed. (CO E0205521SP018775 Inservice Education: Demonstrating Local Programs. Edelfelt, Roy A., Ed.; And Others Western Washington Univ., Bellingham.
Sponsoring Agency: Office of Education (DHEW), Washington, D.C. Teacher Corps. Grant No.: G007603470 EDRS Price - MFOI/PC04 Plus Postage. Language: English Document Type: PROJECT DESCRIPTION (141); EVALUATIVE REPORT (142) Geographic Source: U.S.; Washington Journal Announcement: RIEDEC8I Sevenessays onvarious aspects of implementing inservice education programs are presented: (1) considerations for developing local inservice edecatton programs; (2) demonstratingcollaborative governance; (31 evaluating inservice education; (4) variables ffecting the implementation of inservice educationprograms; (5) techniques and strategies for demonstr Ing effectivepractices in inservice teacher education 7grams: (6) demonstration of
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3) problems arising, from ED14616895SP011881 mandated change: 4 4) institutionalization of processes and InserviciInnovations. ImprovingLearning Oportunilles: products; 5) cultural IMPACT Series, No. 5. coetextof social organizations; 6) the role of the user as Lincoln Public Schools, the principal change agent: and 7) Nebr.: Nebraska Univ., Lincoln. teachers as change agents. Teachers Coll. SeVeral programssponsoredby the TeacherCorps are also described. (CJ) 1977 7 11ps.; For related documents, see SP011878-84 and 728 Sponsoring Agency: Office of Education (DHEW). Washington, D.C. Teacher, Corps. Contract No.: OE 600-750-3580 EDRS Price - MFOI/PC01 Plus Postage. ED199239 SP017687 Language: ENGLISH InstitutionalizingaSuccessful Teacher Corps Inservice Document Type: PROJECT DESCRIPTION (141) Program: A Model for Building Ownership. Journal Announcement: RIEMAR78 Perez. Roberto; And Others Dec 1980 This booklet, the fifth in a series of eight describing I6p.: Paper presented at the AnnualConference of University the the National Counoil of Stateson Inservice of Nebraska-Lincoln andLincolnPublic School Education (5th, System Tenth-CyCle Teacher Corps San Diego, CA, Oecember 7-11, 1980). Colored pages may not program. discusses the basic reproduce clearly. characteristics of the inservice teahcer education component of theprogram. EORS Price - MFOI/PC01 Plus Postage. This inservice effort wasdeveloped to Language: English . complement the ongoing staff development activities of the school in which the Teacher Document Type: CONFERENCE PAPER (150): Corpsprogram operatedand to (142) EVALUATIVE REPORT supplement a variety of independent activities conductedat 0 the University. Geographic Source: U.S.: Texas which had no organized inservice program. Eight basicprinciples Journal Announcement: RIEJUL81 of the Inservice education model are The .process for initiating described and illustrated by examples:decision making, needs an inservice program begins with assessment, voluntary the appointment of an InserviceEducationSteeringCommittee participation, multiple delivery (IESC), \ composed of teachers, systems, on-siteapplication, formative teacher aides, parents, and and summative administrators. In the first phase of the evaluation, and leadership. Seven basic delivery systems were model, the IESC used to provide activities to teachers. reaches a consensus on what inserviceeducation is, why it is interns and aides: (I) needed, semester courses at school site; (2) and who plans and conducts it. In the secondphase. individualized modules 'or teaching .mini-courses: (3)curriculum building: competencies are identified and classified. A needs (4) team teaching by assessment is conducted in the third phase. universitypersonnel; (5) teacher center activities: The information (6) gatnared from the needs assessment is used to plan workshops; symposia, and retreats; and (7) staff development workshops meetings. (MJ8) and to provide for leadership and the continuation of program. the The fifth and last phase 's concernedwith personalizing trainingfor each individual and grouping teachers according to skatedneeds. Eachgroupplans a .E0190556 SP016507 training program and submits itsrequest to the IESC. After approval, Institutional Change. further planning is done by eachgroup, including Smith, Hayden R., Ed. arranging for consultants, travel, and providing substitutes. Six attachments provide information California Teacher CorpsNetwork, San Diego.; -San Diego on Teacher Corps goals and S'atte Univ., Calif. competencies. IESC functions, characteristics of insevice Networker, vi n2 Fall 1978 prograMs, and teaching skills andbehaviors. (FG) rl 1978 53p. Sponsoring Agency: Office of Education (DREW), Washington, D.C. Teacher Corps. EDRS Price - MFOI/PC03 Plus Postage. Language: English Document Type: SERIAL (022) Geographic Source: U.S.: California Journal Announcement: RIEDEC8O This publication's theme. "InstitutionalChange," is broadly examined in fourteenarticles that range from research and opinion to allegory and satire. A studentteacher, a dean, and a state education director are among the authors. Articles concern:I) key elements of change; 2) relationships between local, county, state, and federal ed4F91..Rnal organizations; DIALOG Filei: ERIC - 66-87 /Mar (Item . ,37) User 9002 15.pr82 1701
eographic Source: U.S.: Florida E00470181TM000405 ournal Announcement: RIEUUN81 Instructional Consultant Checklist. The Interaction- PartnerSystem (IPS) McCahon, David: And Others was designedand implementedby th9 Okaloosa County Teacher Coeps Project and Pittsburgh Univ., Pa. Schonl of Education. the University of West Florida. 1969 It was an answer to several 2p. dilemmas: teacher isolation. irrelevant and inflexible Available fromPart of TM 000 368: not available separately teacher inservice training, and theories and research developedat the Document Not Available from EDRS. graduate Language: ENGLISH level which rarely found their way into the schools. Gyenablingpreservice and inservice Joursal Announcement: RIEMAY71 teachers to focus - on common This concernswithin a site school, the IPS instrument was designed toaid in evaluating the attem ed to achieve four goals: Pittsburgh TeacherCorps to create positive change in Pre-Service ProcIram by assessing teacherbehavior: to offer a research option for earning whether predetermined behavioral objectives had been attained. inservice credit: 'to encourage immediate applicabilityof the Sole twentyobjectives in the areas of teaching skills, developed research designs: and to provide a model forteacher attitudes. and community involvement are rated on a four-point educationcentersand continuum: Never Qbserved: colleges of education. Each degree Sometimes: Most of the Time; program participant was asked to solicit Always. The the involvement of instructional consultant checks the appropriate another teacherwithin the school, block on tne checklist which adequately describes the behavior provirling the following incentives: freedom to alter general school and class on the part of the intern that he has observedduringactual schedules; use of substitute teachers anJ materials classroom teaching over a recent period of one month. Space is needed for provided research: and letters of commendation for their files.Special also for anyfree'comment that the consultant may guidelines were laid out. wish to make. (p) and each student kept a log of the interaction and the length of each encounter. One inservice credit was awarded to participating teachers for each hour of involvement. (FG) ED 18,1085 TM010087 Iristruments for Aryglyzing Network Functioning.
Massey, Sara R. ' New England Teacher Corps Network, Portsmouth, N.H. Sep 1979 31p. EDRS Price - MF01/PCO2 Plus Postage. Language. English Oocument Type: TEST, QUESTIONNAIRE (160) Geographic Source: U.S.: New Hampshire Journal Announcement: RIEMAY80 The evaluation instruments contained in this publicationare usedby the New' England .Teacher Corps Network to gather information for writing p.opepals, restructutingmeetings, obtaining feedback, setting directions, and analyzing the Network's functioning. These instruments cam be used by other organizations. The instruments are used to evaluate: board or council functioning: executive secretary performance; activity assessment: and program impact. (MH)
EDi98132 SP017542 Interaction Partner System: ADesignforProfessionpl Collaboration. Overview. Szymanski. Marcella C.: Lade. Gordon University of West Florida. Pensacola. Educational Research and Development Center. 1978 8p. EDRS Price - MF01/PC01 Plus Postage. Language: English Document Type: NON-CLASSROOMMATERIAL (055); DESCRIPTION (141) DIALOG Filet: ERIC - 66-82/Mar (Item 236 of637) User 9002 15apr82 1691
0018454 as six hours of internship, which will count towarda master's 00003942 degree; IMPERATIVESFOR CHANGE, the eight courses were converted to competency-based PROCEEDINGS OF THE NEW YORK STATE instruction to extents varying from 50 to 100 percent. EDUCATION CONFERENCE ON COLLEGE AND UNIVERSITY PROGRAMS When FOR students were requested to evaluate theprogram. 'they reacted TEACHERS OFTHEDISADVANTAGED (YESHIVA UNIVERSITY, APRIL positively 10-11. 1967). toward competency-based instruction; the majority felt that they were under less JABLONSKY. AOELAIOE AND OTHERS pressure, would achieve more. and would receive higher grades. Faculty members also reacted New York State Education Dept.. Albany.; YeshivaUniv., New York. positively and expressed a willingness touse the method in N.Y. Ferkauf Graduate School of Humanities and Social their own Sciences. classes; but that the traditional grading system 1967 128P. would need to be changed to a pass-failsystem. All of the facultymembers EORS Price - MF01/PC06 Plus Postage. felt that the end-product of such a system better prepared teachers, was worth the effort toovercome Language: ENGLISH such Journal Announcement: CUMREPT problems as dc exist. The initial recommendationwas to involve the total teacher education faculty THESE PROCEEDINGS REPORT 19 in an effort to DISCUSSION DEBATES, EACH implement further competency-based REPRESENTED BY A NUMBER OF PAPERS IN FOUR MAJOR AREAS--(1) instruction within the Jackson State College education program.(Author/RJ) CONCERN FOR ATTITUDES AND BEHAVIOR (ADMINISTRATIVECOMMITMENT. COOPERATIVE COLLEGE-SCHOOL SYSTEM EFFORTS. CULTURE SHOCK. STAFF AND STUDENT ATTITUDES ANO BEHAVIOR. ANO SENSITIVITY TRAINING). (2) CONCERN FOR PEOPLE (TEACHING ETHNIC GROUPS. E0095149 95 5P008327 SELECTING STUDENTS. HUMAN RESOURCES. INVOLVING COMMUNITY ANO Implementing Competency-eased Educational PARENTS. AND LEARNING FROM SPECIAL PROGRAMS). (3) CONCERN FOR Programsat Southern University. Teacher Corps Associates: Resources for TECHNIQUES (PRESERVICE STUDENT TEACHING.FIELD WORK. INSERVICE CBTE, Number S. EDUCATION. -INSTRUCTIONAL RESOURCES ANO EQUIPMENT. ANO Fortenberry, James INNNOVATIVE METHODS). ANO (4) CONCERN FOR SPECIAL CURRICULUM ASPECTS Southern Univ. and Agricultural and MechanicalColl., Baton (PHILOSOPHICAL ANO PSYCHOLOGICAL BASES. ROLE OF THE Rouge. La. HUMANITIES. READING ANO LANGUAGE ARTS. ANO BILINGUALISM). THE 1973 FORMAL PAPERS lip.; For related documents. see SP 008 322-326 and ARE FOLLOWED BY REACTION PAPERS. OVERALL J28-333 EVALUATION OF THE CONFERENCE. A CONFERENCE SUMMARY OF "IMPERATIVES FOR CHANGE. Sponsoring Agency: Office of Education (CHEW).( Washington. ,.NO A DIRECTORY OF CURRENT NEW YORK 0.C. Teacher Corps. STATE COLLEGIATE PROGRAMS FOR TEACHERS OF THE D/SAOVANTAGEO. EORS Price - MF01/PC01 Plus Postage THIS DOCUMENT WAS PREVIOUSLY ANNOUNCED ASEC 012 271. (AF) Language: ENGLISH Document Type: RESEARCH REPORT (143) Journal Anncuncement: RIEOFC74 This paper provides a general description ED06565724 00012865 of how Southern University in Baton Rouge, Louisiana is moving Implementation of a Competency-Eased TeacherEducation towards Program. Final Report, Volume I. competency-based instruction. A planning retreat was held and all instructional programs offeredby the University were Napier. Lee assessed with regard to the overall purposes of the Mississippi State College. Jackson. Oiv. of Education and nstltution Technical Studies. and the prospect of developing a competency-based 31 Aug 1971 107p. orientation. This assessment included the following: (a) the spe-lfication of goals andobjectives in Sponsoring Agency: Jffice of Education (CHEW). hington. relation to the D.C. mission of the unive-sity, present efficiency of the program. and z Bureau No.: BR-0-8064 competency-basedorientation; (b) a description of Grant No.: OEG-0-70-4540 substantive programs: (c) a description of the faculty model: and (d) a EORF. Price - MF01/PC05 Plus Postage. description of the evaluative component. Some considerations related to implementing a competency -based Langumge: ENGLISH program include: Journal Announcement: RIENOV72 (a) whether competency-based instruct in* is appropK:iate for curriculum components other Tho purpose of this project was to help imniement the than those at the change profe'm onal level. (b) whether objectives in the affective from traditional instructional programs in teacher education &mai can be formulated. at Jackson State College, and (c) which strategy shouldbe Mississippi, to programs which are used in changing tc competency -teased instruction competency-based. startini, with the faculty and interns of (PO) Jackson State Co'lega -Hinds County Teacher Corps Program.From July 1970 through Jull 1971. 36 interns (black liberal arts graduates), assigned to three school systems 1,1 the County. weregiven eight courses in early childhood educationes well DIALOG Filet: ERIC - 66-82/Mar (Item 267 of 637) User 9002 15apr82 1702
half-time limited the achievements of the ED186385SP015912 program. Within the time limitations, the major facets of the program specialist's Interactive Researchand Developmenton Teaching. Final Report. role included serving as (a)module coordinator for reading and languagearts, (b) demonstratorof desired teaching Tikunoff, William J.; And Others behaviors, and (c) manager of a feedback system designed to Far West Lab. for Educational Research and Development, San provide significant Francisco, Calif. team members with information for use in strengthening the program. The drawbacks to theprogram caused 1979 637p.; For related document see SP 015 913. Some by underfunding of the program specialist's parts may be marginolly legible. position were thrt (a) close affiliation with the staff was precluded: Sponsoring Agency: National Inst. of Education (DHEW). development of anoverall management systemwas severely Washington. D.C. hampered; and (c) Report No.: IR&DT-79-11 field testing andevaluation of modules developedduring the course of the project were inadequate. Contract No.: NE-C-00-3-0108 Grant No.: D8-NIE-G-78-0203 (HMD) Available from: William J. Tikunoff, Far West Laboratoryfor Educational Research and Development, 1855 Folsom St., San Francisco, CA 94103 liS15.00; ExecutiveSummary $1.50: prepaid). ED186394 SP015929 EDRS Price - MF03/PC26 Plus Postage. Internship: A Pacing Guide for Student Teachers. Language: English Berrones, Elms: And Others Document Type: PROJECT DESCRIPTION (141); RESEARCH REPORT Austin (143) Independent School District, Tek.: Texas Univ.. Austin. Geographic Source: U.S.; California May 1978 67p.; Parts may not reproduce clearly. Journal Announcement: RIESEP80 Sponsoring Agency: Office of Education (DREW), Washington. This document is the final report of the Interactive D.C. Teacher Corps. ResearchandDevelopmenton Teaching (MDT) study on the EDRS Price - MF01 Plus Postage. PC Not Availablefrom EDRS. impler-;ntation of educational research in actual site Language: English locations. Two teams of teachers, researchers, and Document Type: trainer/developers NON-CLASSROOMMATERIAL (055): PRDJECT spent fifteen-and-one-half months DESCRIPTION (141); TEST, QUESTIONNAIRE (160) implementing the IRSOT at two sites in Vermont and California. Geographic Source: U.S.; Texas Their efforts form the basis of this report. Includedare: 1) Journal Announcement: RIESEP80 a discussion of the essential features and assumption of the This pacingguide is a detailed outline that provides IR&DT strategy: 2) a description of the strategy trainees with implementation at each research site; a building-block approach to the aquisition of 3) description of the teaching skills. In addition, it provides clarityto the roles studyparticipants; 4) discussionof fhe purposesand and responsibilities of the intern, the cooperating teacher, procedures of /R&DT: 5) evaluation of the study outcomes; 6) and the supervisor, discussion of the use of IRIIDT as an intervention method, and coordinates the classroom experience with for the third semester of a four-semester conclusions regarding the study and suggestions for future internship. The guide is arranged on a week-by-week basis, withthe activities programs and research. Tabular presentation of the information for each week structured into "A". resulting from this research is also presented. (LH) "8". and "C" priority listings. The Teacher Corps generic competencyframework--an outlinewhichdefines crucial skills andobjectives tor educational trainees and personnel--anda self-evaluation form are included. (Authors/LH) ED1009035P008830 Interim Report: Program Development Specialist's Role. CoOn. George E. it Jun 1971 6p. EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document, Type: MISCELLANEOUS (999) Journal Announcement- R1EMAY75 In a, memorandum to the Chief of Planningand Program Development. Teacher Corps. he Program Development Specialist for the Pontiac Urban Corps in Dakland/ex.q.mines the role of Ithe program development specialist. AltReugh the program was successful in that 31 beginning teachers weeeplaced and modules were developed in three di-donne areas, the fact that theprogram development specialist served less than I A 1 c' DIALOG Filet: ERIC - 66-12/Mar (Item270 of 637) User 9002 15apr82 1703
I Journal Announcement: RIENOV81 ED203538EC132802 The facilitator's manual offers guidelines forconducting a Interrelationship 'BetweenRegular andSpecial Education workshop Service Delivery for regular educr.tors which focuseson the following Systems for Intervention Attitude of objectives -- writing a rationale Acceptance Toward Exceptional Children: for mainstream education, Participant's Manual. describingthe various instructional models and the role Activi.ty,Directions, Exceptional Child Component. relationships of personnel within Peterson. Diana K.; Whitmore, Ladonna each, describing the characteristics and classifications of special students (both Rocky Mountain Teacher Corps Network, Landers. Wyo. handicapped and gifted), and understanding the ways inwhich .1980 54p.; Print is small. Fnr related documents, see EC expectations and 132 801-809. stereotypes of others affect responses/learning/relationships. Sections cover general and Sponsoring Agency: Office of Education (DHEW), Washington, specific workshop objectives; materials, D.C. Teacher Corps. space, and equipment; evaluation of the training EDRS Price - MF01/PC03 Plus Postage. session; and directions for conducting the Workshop. Included among workshop materialsare Language: English masters for transparencies, Document Type: articles for service delivery NON-CLASSROOM MATERIAL (055); INSTRUCTIONAL systems, a teacher training program order form, MATERIAL (051) a materials price list, a bibliography, and a list of agencies for the Geographic Source: U.S.; Wyoming gifted. (58) Journal Announcement: RIENOV81 The participant's manual contains activity direction for a teacher workshop focusingon the interrelationshipbetween regularand special education. service delivery systems for intervention, and attitude of acceptance towardexceptional children. Activities correspond to the ten workshop objectives: to define the concept of mainstreaming, to writea rationale far mainstream education, to compareandcontrast mainstream educationwith traditional special programs, to describethevarious instructional models nd the role
relationships of personnel within each, to beco .sp aware of the way in whichdifferences set people apart, t describe the classifications and characteristics of special ttudents, to areand contrastacademic information ver\sus labels as aids in planning for instruction, to appreciate the sense of being "different" as experienced by special tt stude ts, to describe the ways in whichexpectations ands ereot pes of others affect reSponses/learning/relationships, nd to identify positive characteristics in labeled specials dents. The bulAof thedocumentprovides definitions, behavioral charac ristics, educational treatment, and readings related to spec fir. exceptionalities. (Sp)
ED203537 EC132801 Interrelationship Between RegularandSpecial Education Service Delivery Systemsfor Intervention Attitude of Acceptance Toward Exceptional Children: t,acilitator's Manual. Exceptional Child Component. Peterson, Diana K.; Whitmore, Ladonna Rocky Mountain Teacher r;orps Network, Landers, Wyo. .1980 76p.; Print is small. For related documents, see EC 132 802-809. Sponsoring Agency: Office of Education (DHEW). Washington, D.C. Teacher Corps. EMS Price - MFO1 /PC04 Plus Postage. Language: English Document Type: NON-CLASSROON MATERIAL (055) Geographic Source: U.S.; Wyoming Lr DIALOG Filei: ERIC - 66-82/Mar (Item 272 of 637) User 9002 ibapr82 1704
D.C.: Office of Education (DHEW), Washington, D.C. Teacher ED142546 95 513011358 Corps. Interviews: Perceptions of Professionals and Policy Makers. Jun 1976 50p.; For related documents, see SP 010 447-449 Joyce. Bruce R.; And Others EDRS Price - MFOUPCO2 Plus Postage. Stanford Univ.. Calif. Stanford Center for Research and Language: ENGLISH Development in Teaching. Document Type: RESEARCH REPORT (143) Jun 1976 135p.; This Inservice Teacher Education Concepts Journal Announcement: RIEFE377 Project study was preformed jointly by Staff of Stanford The InserviceTeacher Education (ISTE) ConceptsStudy Center for Research and Development in Teaching and the Staffs gathered information from educational professionalsand of five Teacher Corps Recruitment and Teuhnical Resource policy-makers. The resulting mass of information and concepts Centers is presented in this overview of the nature of ISTE and its Sponsoring Agency: National CenteP for Education Statistics problems. The general structural problem of ISTE involves the (DHEW). Washington, D.C.: Office of Education (PHEW), interaction of several dimensions: (1) the governance system, Wash n, P.C. Teacher Corps. composed of the decision-making structures which legitimize eport.Wo.': ISTE-2 activities and govern them; (2) the substantive system, EDRS Price - MF01/PC06 Plus Postage. composed of the content and process of ISTE and that Language! ENGLISH deals with what is learned and how itis learned; (3) the delivery Document Type: RESEARCH REPORT (t43) system, '"including incentives, interfacesbetween trainees, //-Oourna' Announcement: RIEDEC77 trainers, and training and staff, which deals with motivation, ' This report presents n summary of exploratory interviews access, and relevance to the role of the individual with teachers andeducational policy makers conducted to professional; and (4) the modal system consisting of the forms identify issues, problems, and opportunqIIes for constructive of ISTE, ranging from sabbaticals abroad to intensive on-site hange in inservice teachur education (ISTE). Teachers were institutes. These dimensions and their interaction are questioned on (1) feelings toward ISTE in general (relevance, discussed. (JMF) definition, and organization); (2) roles of entities responsible for ISTE: (3) the definition of substance, with emphasis onprofessionalism, preferences for training objectives, and differences in experience; (4) incentives and E0185521 C5005385 convenience of thaining: (5) issues concerning the training Jeremiah E. Burke High School Multicultural, Multiethnic process: who should be trained?When? Who should conduct the Reading Skills Curriculum Guide. training? and Who should evaluate the training,: (6) how to Anderson. Jeanette; And Others develop connections between teacher needsandavailable New England Teacher Corps Network, Por iouth, N.H. programs: (7) the "ownership" of ISTE: (8) issues concerning .1978 1r-p.; A number of pages may be marginally legible. mainstreaming. and (9) multi-ethnic/bilingual education; (10) EDRS Prtic. - MF01/PC05 Plus Postage. emPha. 's on humanistic education; (11) alternatives to present Language: English fiscal support programs; ( '2) problems in ISTEorganization Document Type: TEACHING GUIDE (052) andgovernance; and (13) problems in creativ natural and Geographic Source: U.c.: New Hampshire planned variation experiments in inservice tea& _reducation. Journal Announcement: RIESEP60 Educators concernedwith the formation of educational policy In designing this curriculum guide, the contricutors drew at the state and national level perceivedmany of the same materialsfrom a variety of sources (social studies texts and problems with ISTE as did the classroom teachers. A comparison reading workbooks) to help teachers develop student reading of the ans4ers of teachers and educators on the ISTE question skills while indirectlyexposingstudents to the customs, reveals a widespread frustration with the lack of efficacy of vocabularies, and histories of various ethnic groups and inservice teacher education programs which seems to be due to cultures. Activities are suggested for teaching word analysis structural reasons. It was concluded that the first step in skills, word meaning skills, comprehension skills. determining the future of ISTE will be to solve the problem of organizational ski:ls, speed reading skills, study skills, organizing the various groups who have an interest 1n real life reading skills, and newspaper reading skills. An inservice teacher education into a single structures allowing answer key, a wordfrequency list, a test for quickly for diversity butat the same time maintaining common goals assessing reading ability, and materials on sustainedsilent and means for attaining them. (MA) . reading are attached. (RL)
ED129733 95 SP010446 Issues to Face. ISTE Report I. Joyce. Bruce R. Anu Others National Center for Education Statistics: (OHEW). Washington,
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teacher education ED209266 TM810755 institutions; (5) Standards for the preparation and certification of professional school KanawhaCountySchools/West VirginiaUniversityTeacher personnel; (6) general educationcomponent of teacher Corps Projecv. Research Report. preparationcurriculum Harmon, David J. standards; (7) preparation and certification of kindergarten, elementary, middle, and high Kanawha County Schools. Charleston, W. Va. school teachers; (8) provisional 7 Jul 1980 55p.; certificate for teaching Prepared through theDepartment of music; (9) extending the Research and Evaluation. validity of elementary and high school certificates; (10) preparation andcertification of EDRS Price - MF01/PC03 Plus Postage. reading specialists, Language: English driver education teachers. school media librarians, and special education teachers; Document Type: RESEARCH REPORT (143) (11) preparation and certification of guidance Geographic Source: U.S.; West Virgin4z counselors, school psychometrists, school psychologists, school social worXers, Journal Announcement: RIEMAR82 school nurses, The and rehabilitation counselors; (12) school major problem in this study is to determine the effects administration and supervision: of remedial methods on basic (13) business administrator skills mathematics achievement preparation and certification; and student attitude (14) vocational education toward mathematics. Attitude prier to preparation and certification: (15) treatment was included as a blocking variable in junior reserveofficers one analysis. training corps preparationand artification; Remedial methods included: (1) no intervention or regular; (2) and (16) emergency certification. Explanatory notes to a statement on regular plus an intern teacher; (3) regular plus student use general education are appended. (JD) of a micro-computer; and (4) regular plus intern and micro-computer. Implementation.of this Teacher Corps Fieiject was with four teachers, four interns and all general mathematics high school students during the first nine weeks of the 1979-80 school year. This report is developed from a pilot research study perspective. The methods sectionincludes a rather extensivediscussion of techniques designed to support the internal validity of the study. The results are presented by hypothesis. Implications for teachers, project staff and administratore concerning the effects of micro-computer and intern utilizationare limited to the application of each in this study. In addition 0-4ne-' discussion Of implications. e summary -es s and conclusions are presented in the final arrative section of this document. The appendices include doc mentation of various planning and monitoring procedures as we'll as instrumentation. (Authar/GK)
ED209220 5P019055 Kentucky Teacher Preparation and Certification Handbook. 1081 Edition. Kentucky State Dept. of Education, Frankfort. 1981 162p. EDRS Price - MFOI/PC07 Plus Postage. Language: English Document Type: LEGAL MATERIAL (090) Geographic Source: U.S.; Kentucky Journal Announcement: RIEMAR82 Government: State This handbook sets forth theregulations of the Kentucky StateBoard of Education that relate to teacher education'and certification. The following topics are covered: (1) selected statutory provisions relating to teacher educationand certification; (2) teacher certificationprocedures; (3) ranking of teacher qualificatilns: (4) procedures for evaluation and approval of teacher preparation programs and 1.) .ei DIALOG Filel: ERIC -'66:82/Mar (Item 277 of 637) User 9002 15apr82 1706
(4)' Indian student leadership and lnservice training. (5) E0137254 95SP010891 language instruction, (6) English kindergarten for speakers of Arts Language Component Module Descriptions as of April 1, Miccosukee. (7) films for classroomuse. 1974. (8) student publication?. (9) American Indian Historical Society Houston Independent School District, Tex.: HoustonUniv.. periodicals, (10) teacher corps. (11) Title 7 projects for Tex. Indian languages, and (12) local resource materials. 'Books 1 Apr 1974 59p.: For related document, see SP 010 892 : reviewed include "Concept al Learning." Best copy avallab;s "Early Childhood Bilingual Education," and\-"Adapting and Writing Language Sponsoring Agency: Office of Education (DHEW), Washington. Lessons." Several short stories are also included. (RL) O.C. Teacher Corps. EORS Price - MF01/PC03 Plus Postage. Language: ENGLISH Documept Type: CLASSROOM MATERIAL (050) E0186413 SP016026 Journal Announcement:. RIEAUG77 Leadership and Project Management. This document is a collection of component module Ryder, Martin; And Others descriptions of competencies neededfor the instruction ofo Mid-Atlantic Teacher Corps Network, Philadelphia, Pa. languagearts developedduring the Sixth or Eighth Cycle 1979 153p. Teacher Corps Program of the University of Houston and Houston Sponsoring Agency: Office of Education (OHEW), Washington. Independen School Houston, Texas. The program is a D.C. Teacher Corps. two-year graduate internship for persons holding baccalaureate Contract No.: 300-78-0326 degrees in fields other than education, leading to a Master of EDRS Price - MF01/PC07 Plus Postage. Educationdegreeand provisional certification. The program Language: English focuses on elementary school educatinn, urban education, and Document Type: NON-CLASSROOM MATERIAL (055); PROJECT the education cf Black and Chicano children. Tne document DESCRIPTION (141) presents seven component module descriptions: (1) Teaching Geographic Source: Pennsylvania Handwriting, (2) Teaching Pupils How to Spell, (3) Teaching Journal Announcement: RIESEP80 Speaking eine Listening Skills. (4) TeachingGrammar and This Teacher Corps document investigates the nat re and Composition. (5) Telling Stories to Pupils. (6) Listening, and function of organizations, and explores the applicabi lty of (7) Handwriting. Format for the presentation of each organizational studies to the field of education. Topics dealt competency includes: Reference System Designation, Program with include:1) understanding organizations: 2) the structure Description, Component Name, Module Cluster Name, Developer. of organizations; 3) the relationship between individuals and Date and State of Development, Developer Comments, User organizations; 4) organizational characteristics Comments, and Modules Within Cluster, Module Cluster Rationale, organizational funotioning; and 5)a structural process model Module Cluster Objectives, Module Cluster Prerequisites, of organizational analysis. Exercises for organizational Pre-Assessment Procedures, Learning Alternatives, Post-Assess- analysis are included in the document. (LH) ment Procedures, and Remediation. (MB)
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ED076067 FL003805 Language In American Ihdian Education. Stager, William R., Ed.;,Madsen. Betty M.. Ed. Utah Univ., Salt Lake City. 1972 107p. SponsoringAgency: Bureau of Indian Affairs (Dept. of Interior), Albuquerque, N. Mex. EDRS Price - MF01/PC05 Plus Postage. Language: ENGLISH Journal Announcement: RIESEP73 Several articlesdealingwith bilingual educ tion and language acquisition among American Indians Illustrate problems representative of this ethnic minority. Themajor article by W. Miller considers the Shoshoni.language as an "obsolescing" language, and a bibliography of theNumic languages is included. The information exchange section reports on:(1) a conference on child language, (2)summaries andexcerpts from conference papers, (3) population change. 19 DIALOG Filet: ERIC - 66-82/Mar (Item280 of 637) User 9002 15apr82 1707
Teacher Corps. 0185017 SP015758 The following guides utilize fourcase studies of community-based education projectsundertaken by Learning Guide for Perspectives onOrganizations. 1978 Teacher the Corps to exploreorganizaVional concepts. Each Teacher Corps Developmental Training Activities. includes guided activities; Freiberg, H. Jerome; Townsend, Karen a list of behavioral objec.tives... anda self -test on organizational concepts. Nebraska Univ.. Omaha. Center for Urban The case studies Education. are briefly summarized, but not included. The final - Apr 978 For related document see SP 010 243. two guipes Spo °ring Agency: treat issues ofcommunitycouncil governance, role, and Office of Education (DREW), Washington, function. D.C. eacher Corps. TheTeacher Corps regulations: a policypaper on Co tract Now: 300-77-0156 community-based education, and informationon the functions of E S Price - MFOI /PCO4 Plus Postage. the community council are appended. (Author /W0) Language: English Document Type: TEST, QUESTIONNAIRE(160): NON- CLASSROOM MATERIAL (055) E0201613- SP017971 Geographic Source: U.S.: Nebraska Lessons from Teacher Corps in inning Over School Staffs to Journal Announcemnt: RIEAUG80 Research Utilization. - This'learning guide, structured into two sections, was developed to Roper, Susan Stavert; Nur, Mary M. - facilitate the learning of cognitive andsocial Feb 1981 skills of individuals working within a 25p.: .Paper presented at the Annual Meeting of group organization. The theAmerican Educitional firstsection deals exclusively with knowledge Research Association (Los Angeles. about CA, April 13-17. 1981). . organizational structure, and is oriented towards developing recall and comprehnsion. ERRS Price - MFDI/PC01 Plus Postage. This section seeks to highlightagd Language: English to identify basic,facts and concepts, and includes exercises Docuhent Type: CONFERENCE PAPER (150) PROJECT DESCRIPTION such as crossword puzzlesand fill-in-the-blankquestions. (141) geared towards this goal. The second sectionoffers the reader the opportunity to Geographic Source: U.S.: California apply and extend the knowledge gained in Journal Announcement :, RIE2SEP81 the firit part of the guide. The activities included in this Successful strategies used by a section are intended toencourage interaction between research team in establishing collegiality with school staffsso that partiCioants. at well as introspectfbnon the part research of results could be succesfully impleWientedare described. During, indivittual participants. Both independentand group activities the are included it the guide. (Author/LH) initiation phaseof a five-year project, four basic strategies wereused towin over school staffs: paying attention to changing needs in the schoolp.building trust and credibility, balancing long-term and short-term goals,and E0202174EA013633 establishing personal relationships with teachers and' Learning administrators. During the secondand third years of the Guides for Community Based Education andc'comunity project, Council Functioning In Teacher Corps Projects. when the aim was to implementthe changes planned DeTure, Linda R.; And Others"' during the initi &tion year, many of thestrategies used in the Howard Univ.. Washington, .initiation phase continued to be used. A description is given' Q.t. EasternTeacherCorps of a variety of extrinsic and intrinsic incentives Recruitment'and iterylinity Technical Resource Center, designed to Aug 1980 125 motivate school faculty to attend inservice'activities. It was considered fundamentally important toestablish a relationship Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. with teachers in which researchers regarded them as valued Contract No.: 300-79-0312 colleagues rather than as clients. (JD) EDRS Price - MFOI /PCO5 Plus Postage. Language: English Document Type: INSTRUCTIONAL' MATERIAL (051) Geographic Source: U.S.: District of Columbia Journal Announcement: RIEOCT81 To assist project members in understandingthe concepts and Wri;osophy of community-basededucation in Teacher Corps programs, this .document presents eight learning guides. The first two guides relate community-basededucation to regulations and to ,emergingcommunity-basedpolicy in. the .Teacher Corps program. Theyoffer background material for the four guides that follow and provideinformation on and insight into the legislative intent for community involvement in a DIALOG Eitel: ERIC.- 66-82/Mar (Item 283 of 637) User 9002.15apr82 1708
licensing teachers and accrediting teacher education? (2)What E0099382SP008693 does research say about what can be done to provide competent Lessteli from the Teacher Corps. practitioners for classrooms and school leadership roles? The Edslfelt, Roy A.; And Others eightessays in this book evolved from the groundwork laid at National Education Association, Washington, D.C. this conference. The following subjects areexamined: 1974 ' 62p. "The Law. the Courts, andTeacher Credentialling Reform,'by Sponsoring Agency: Ford Foundation, New York, N.Y. Michael A. Rebell, a lawyer specializing in Available from: education ,lew; National Education Association, 1201 "Techniques and Criteria for Designingand Selecting Sixteenth Street,. N.M., Washington, D.C. 20036 (Stock No. Instruments'for Assessing Teachers,' by Paul S. 0-8106- 6611 -1 -00, No price quoted) Pottinger, a ,. clinicial and social psychologist. SeniorAssociateand EDRS Price - MF01 Plus Postage. PC Not'Available from EDRS. Director of Assessment Systems at McBee and Company in Boston, Language: ENGLISH Mass.: "State Interest and Teacher Education Pr'ogram Document*TAse: PROJECT DESCRIPTION (141) Approval.' 'General Description of the Activities Associated Journal Announcement: RIEAPR75 with Reviews of Institutions and Programs," "Character andUse Thisbooklet is anontechnical summary -of an extensive of Evidence in .ProgramApproval," and 'Due Process. for sociological investigation of the Teacher .Corps, whichwas Institutions and StudenIs: Implications for PeriodicRevfews.." restricted to 10 universities and 42 schools. Data drawn from by Or. Lawrence D. freeman, Oirector,of Teacher Education observation, questionnaires, and interviewswith teachers, Program Approval, Illinois Office of Education; "Research Lags professors, and internsare used topresent a composite and Institutional Barriers Affecting Competency-BasedTeacher picture of the program. The document inclUdes a history of the EducationIMplementationl and a summation ancreport on the Teacher Corps program, gives reasons for the evaluation study. work of?the conference by Sheila Huff.,Research Fellow at the and Indicatnsmethodology used. Two different kinds of Educational Policy Research Cenler, SyracuseResearch information areWoven together throughout the report: (a) Corporation. (JD) generalized findings from the tO Teacher Corpssitesstudiea and (b) illustrativematerial .drawn from two)different sites--an urban university and it IsoutAernuniversity. The o summaryof findings reports some intern dissatisfaction and * ftlotion with.teachers. Specific characteristics of interns and teachers in the program and school changes are among the areas covered in the summary of findings. Conclusions drawn from the study are reported at the end of the booklet. (JA) 9 6
E0131043 35SP010603 Licensing andAccreditation in Education: The Law and the State. Interest, levitov. Betty, Ed., ,Study Commission on Undergraduate Educa4on and the' Education of Teachers. Lincoln, Nebr. 1976 173p. Sponsoring Agency: Office of Education (DHEW), Washington. D.C. Teacher Corps. Available from: NebraskaCurriculum Development' Center, Andrews Hall. University of Nebraska, Lincoln, Nebraska 68588 (No price quoted) EDRS Price - MF01/PC07 Plus Postage. Language: ENGLISH Document Type: CONFERENCE PAPER (150) Journal Announcement: RIEMAR77 The legal implications of competency-based teacher education wore the subject of a conference sponsored by theMulti-State Consortium , on Performance Based Teacher Education. Representatives from state departments of education and their legal advisors met withapanel of consultants to discuss licensing and accrediting of teachers..The issues raised wore: (1) What does the litigationsay about newdirections in I (4 I td DIALOG Filet: ERIC - 66-82/Mar (,Item 285 of 637) User 9062-15apr82, 1709
1A(9 orps Comunity Councils in their daily work E0141387 TM006330 are compiled in a single volume. The check sheets are intended to assist in Limitations of a Standard Perspective on Program Evaluation: 'developing strength from which theycan share equally with the The Example of Ten Years of Teacher Corps Evaluations. school district and the college in planning. implementing, FOx. G. Thomas, Jr. and evaluating their Teacher Corps projects. In addition, check .Apr 1976 102p.; Paper presented at the Annualt Meeting of sheets are meant to be used in self-assessment and to suggest the AmericanEducational ResearchAssociation (60th. San new ideas. Check'sheets in such areasas community council Francisco. Californla.,April 19-23. 1976) goals, fugctions of community council leadership, EDRS Price - MFOI/PC05 Plus Postage. community council, interaction, community" council Language: ENGLISH decision making proceduresandproblem solving approaches are among themany Document Type: CONFERENCE PAPER (150) areas of operation dIscribed. (JN) Journal Announcement: RIENOV77 Sikevaluation studies on Teacher Corps are first described all then analyzed. The two evaluation perspectives used for antlysis were: (1) the' standardevaluation paradigm as E0177116SP014595 described 0 ACtin and Panos and (2) the'evaluationparadigm Management for Change: Ideologies of Consensus and anflict suggested by Parlett and Hamilton as "illuminative in Teacher Corps. evaluation". The standard evaluation paradigm describes three Pine, Gerald J. main- components: student inputs, student toutpuis, and 1979 , 31p. educational operafions; and finds causal relationships between .EDRS price - MFOI/PCO2 Plus Postage. thriseApomponents. In contrast to the standardevaluation Language: English paradTgm. the Parlett and Hamilton paradigm includes:. (1) a Document Type: POSITION PAPER (120)7 study of the entire program: its rationale and evolution. its Geographic Source: U.S.; New Hampshire operations, achievements and difficulties; (2) an examination Journal Announcement: RIEFEE180 of the program within the school or educational milieu: and Educational administrators and innovators (3) need tobecome a,combination of methodological strategies for describing aware of the ideologies hidden in systematic management and and analyzing a program in order to help "illuminate" salient organizational development theory ifthey wish to. provide Progralh features. Results of this study indicate that. if, one creative leadership in initiating and implementing educational pgrees with Astin and Panos that "the fundamental purposeof change. Teacher Corpsexperience supports the notion that e evaluation/ is toproduce information which can be used in effective change is best,implemented througha collaborative educational decision-making", then these evaluation studies working relationshipibetween have failed. teachers, administrators, They failed not because they did not follow the students, and community members. A comparison of the consensus standard evaluation techniques reviewed by Astinand Panos, mod::: and theconflict model of govarnence butbecause they did 'serves to follow these procedures and used the [illustrate thedissimilarities in standard the various schools of per:spective of evaluation. The challenge for administrative thought. The TeaCher Corps attempts to address evaluations. then, seems not be apply these same evaluation the dilemmaof creating a compromise management :systemin an -procedures bctter.° but rathr-to use alternative perspectives educational organization previously structured around either on evaluation. (Author /MV) a' cold, strictly factimil or a lax, pe'sonalizedapproach to management.-The Corps suggests that administrators considera different change model if educational change is not to be merely.cosmetic, a possibilityrevealed by E6196819 SP015609 a case study concerning the detrimental effects racial tension axertedon a Lookingat _Teacher Corps Community Council Functioning. A specific Teacher Corps project. (LH) Series of Check Sheets. ., Georgia Univ., Athens. Recuritment and Community Technical Resource Center. 1979 44p. Sponsoring Agency: Office of Education (OHEW), Washington, D.C. Teacher Corps. Grant No.: 300-79-0311 EDRS Price - MFOUPCO2 Plus Postage. Language: English Document Type: TEST. QUESTI ONNAIRE (160): NON-CLASSROOM MATERIAL (055) Geographic Source: U.S.; Georgia Journal Announcement: RIEMAY81 O A series of check sheets delloped for the use of Tea cher
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i organizational evolution of Teacher Corps . E0168211 EA011502 s projects.' William Smith presents a theoretical analysis of the management ManagementSystem., system University of New Hampshire-Portsmouth r'quirements needed to Teacher Corps Project. 12th Cycle. faCilitate desiredschool change. .:i. Roland Geddu presents a comprehensive analysis New Hampshire Univ.% of management Durham.; Portsmouth Public Schools: technologies and their uses. N.H. Thomas Wolfe defines some of the operational,and value issues that should be considered .1979 488p.; in the Not available in paper copy due to marginal 'process of evaluating., selecting, and applying management le04bility of original document ---- - technotogtes. Gerald Pine' presents ananalysts' of the E RS Price - MF01 Plus Postage. PC Not Available fromEDRS. ideologies hidden in Language: English systematic management and the "soft" technology of organizational development. H. W. Mayers Document Type: CLASSROOM MATERIAL 1050); PROJECT DESCRIPTION presents a model (141) for, the managdment of collaboration in the governance of Teacher Corps projects. Pobert Ho presentsan Geographic Source: U.S.; New Hampshire analysis Journal AnnouncemenRIEAUG79 of collaboration and discusses its potentialPar use . as a central integrating principle for project' organizational This document presentt the management system developed by design and direction. Robert Henderson discussesthe theory of the Urilversity of NewHampshire-PortsmouthTwelfth Cycle networks anddraws on the *experience° of the New England Teacher'Corps Project. This system, althoughvery flexible and Network to cite !earnings eegarding the organizationot continually modified, is presented as amodel that maybe effective networks. (Author/MLF) useful to ,other projects. According to the report, project goats, training objectives, and expected outcomes are clearly stated. A Management by Behevioral Objectives Task Analysis (samples of which are contained in the document) isdone. The ED179504 512014618 project. evaluation design has four stages: context, Input, Managing Inservice: Communication, Delivery, Considerations. rocess. I and product evaluations. Documentation.of project and Decision-Making. NS4ctivities and accomplishments is collected in a central George, U. uDene; Mangleri. John N. locUMentation file, documentation records or journals kept by ' I Mar 1979 21p. each project member, and a monthly documentation interview of EDRS Price MFOI/PC01 Plvs Poitage. each member. The planning period of the project contains needs Language: nglish assessment and major decision-making forc-' tailoring and Document Type: NON-CLASSROOMMATERIAL (055.); PROJECT beginning each project component. Process Evaluation is used DESCRIPTION (141) * todetermine the extent to which theprogram has been GeographicSource: U.S.; South Carolina implemented as planned. Productevaluation requires the Journal Announcement: RIEAPR80 specification of directly measurable objectives. Both ant An overview of the American internal' and external evaluation are condUcted. Association of Collegesfor The research Teacher EducationMarch 1979 clinicconcerning management evaluation design, the evaluation timeline, the statemegt of policyand practices.inteacher education inservice program operation is procedures, and the 1 t of contents of the presented., Two Teacher Corps projects, one urban and documentation file are' also included. (Author/OM) one rural in settling, are used as the basis for discussion. Three areas of management practice are considered. The establishmentof an offeckive communication system, the logistics and organilational dot.4ils pertaining E0180069EA012237 to ipservice educatiOn efforts, and the design of a consistent decision-makingpolicy Management Systems, in Teacher Corlps Projects. "for inservice programs are all major Henderson, Robert C., Ed. topics of concern and discussion. Copies of the description sheets for the ./ New England Teacher Corps Network, Portsmouth, N.H. Teacher Corps case studies 'andof the key .1979 181p. questions and issues 1 presented to clinic participants are appended. (LH) Sponsoring Agency: Officeof Education (OHEW), Washin D.C. <- Grant No.: 6007520273 EDRS Price - MFOI/PC08 Plus Postage. Language: English Document Type: BOOK (010); POSITION PAPER (120) Geographic Source: U.S.; New Hampshire Journal Announcement: RIEMAY80 This bopk ,represents the culmination of a twelve-month management trainingand development program conducted by the New England Teacher Corp? Network for its project directors and staff. Wesley Brown and Perry Zirkel trace the 1aj ..,------CbIALOG Filei: ERIC- 66-82/Mar (Item 291 of 637) User 9002 15apr82 '1711
ED10088995 SP008812 lAlphabetical listing of all materials described. In the third section, the materialsare classified and analyzed.A system Master's Degree in Education: Relearch for theTeacher, MSEO - of 11 categories is used , 004 (USC -U). to classify the major Preparingfor Research,-MSED 004.01 (USC-,U). competency-type, substantive Carrying on Research, MSED 004.02 (USC-U). emphasOs or function. The categoriesare 1) basic InteractiVe teaching skills: 2) Gromfin. Annette M.: And-Others instructional -University of Sou ergjalifornia. planningand design skills: 3) teaching Los Angeles. School of strategies 4) Education. analysis of classroom activity: interaction Systems and7guldes: 5) instructional -Nov 1971 36p. decisionmaking; 6) student diagnosis and evaluation: 7) foundationsof education; Sponsoring Agency: Office of Education (DHEW). Washington. 8) content areas: 9) O.C. Teacher Corps. media and instructional technology: 10) educational staffing and instructional organization: 11) EDRS Price - MF01/PCO2 Plus Postage. staff , development. The materials Language: ENGLISH are alsoanalyzed for thpir behavioral statuh.,the kinds of behavioralobjectiveS.attended Document Type: CLASSROOM MATERIAL (050) to, their activity structure. and administrat've Journal Announcement: RIEMAY75 features. The o last two sections contain descriptions of the materials. One This module is designed to provide the prospective t acher section includes detailed descriptions of materials previewedA of troubled youth with experlience. -knowledge, skills and by the authors: the other contains short descrjiptlons of. attitudes necessary for carrying on successful action noril-proviewed or limited availability matei-lais.(R ) research. The terminal objective 1s described as follows: . given information relevant to writing a researchproposal (outline, proposal format, and the means to conduct research. i.e., gathering and organizing data and research procedures). E0185027 SP945811 the participant will write an action research proposal for a Materials on TechnicalResources and Program Evaluation. master's degree project which will be scientificallydeveloped Teacher Corps Task Forces Document II. and Developmental Training relatively refined .for teachers in the field of Activities. delinquency-prone youth. Themodule is divided into the NebrasKa Univ., Omaha. Cente for Urban Education. following sections: description, steps for completing the Dec 1977 245p. MOgyle, preassesSmOnt: description of enabling activities. Sponsoring Agency: Office of Education (DHEW), Washington, Postevaluation, remedlation, and appendixes. The appendixes D.C. Teacher Corps. contain thefollowing elemerits through which the studontImay Contract No.: 300-76-0156 choose to work: (a) Investigate the Library, (b) Investigate EDRS Prick -AMF01/PC10 Plus Postage.* Types of Research, (c) Investigate Collecting and Organizing Language::Enbilish - Data, (d) Investigate Tools of Research, (e) Investigate Document Type: INSTRUCTiONAL -MATERIAL(051): EVALUATIVE Statistics,.and (f) Learner Options. Terminal objectives and REPORT (142) steps for completion are given for each \of these elements. (JA) Geographic Sourtb: U.S.: Nebraska Journal Announcement: RIEAUG80 This report by a National Task Force of the Teacher Corps provides charts, tables, and analysis of two distinct facets of previous analysisof the work of the Teacher Corps. The ED057018SP005428 fleet is a detailed consideration of thekavatlability Materials and use for Modules: A Classification of of technical resources. Cospetency-Driented Tools for Teacher Education. Included are considerations of the purposes for providing technical resources; methods of Joyce. Bruce: And Others identifying. analyzing, I. aria setting prioritieson necessary Columbia Univ., New York, N.Y. Teactiare College. resources: and recommendations on organizational structure Jun 1971 111p. fort deliVery of resources. The second issue discussed was program 'Sponsoring Agency: Office of Education (DHEW), Washington, evaluation. The components, D.C. purposes, and design of program evaluation are set forth. and a framework for effective Grant No.: OM-0-71-0271(715) evaluation is presented. EDRS Price - MFOI/PC06 Plus Postage. Discussion is offered on governance as well asoncollaborative mechanisms, rationale.and Language: ENGLISH characteristics of a proposed evaluation design. (JD) Journal Announcement: RIEMAR72 4 Thisreport is intended to describe tindanalyze the present
state and future needs of performance-based materials. . It is limited to materiels presently available for dissemination. The first section outlines the background of the project and describes the procedures for selecting, classifying. and describing 456 materials. The secondsection comprises an
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dcinitions based on intuitive concepts to facts derived EQ438547 95SP010959 from these concepts; d) increase his confidence in his own Mathematical Retention 04er the Summer. Teachef Corps mathematical ability; e) seemathapatics as Mathematics Work/Study Group: Working Paper No. 1. a body of interdependent knowledge; and f) realize that mathematics &We. E.G..: And Others proficiency In the mechanical processes of mathematics Stanford Univ., Calif. . , is not sufficient foe the present-day student. Each module Oct 1975 Sp.; For related ddtument, see SP 010 961 contains a statement of theunderling rationale; a statement of the Spoosoririg Agency. Office of Education (OHEW), Washington, objectives of the module; DC. Teacher Corps. enabling activities, which are 4 generally taken from other reference works; and procedures EDRS Price - MFOI /PCOI Plus Postage.. for evaluation. The topics of the modules include e) logic; b) Language: ENGLItH cot concepts: .c) whole numbers and counting: Document Type: RESEARCH' REPORT (143) d) operations on sets; e)binary operations; f) addition, tubtraction, and Journal Announcement: RIESEP77 inequalities of whole numbers; g) Thisstudy multiplication and division intestigatedmathematical retentl,9n of junior and the distributive properties of operations'on high school students over the summer months. the set of Approximately 41 whole numbers; h) fractions; anti 1) geometricconcepts. (HMD) 'percent of the eighth-grade subjects usedin this study were Chicano; the others were Anglo, Bladk. Oriental, and ..merican Indian. The subjects were divided by ethnic group--Chicanoor non- Chicano--and according to whether or not they had received ED01670300004368 pretraining on the tests. The retention.tests,administered In June and ,;MEETING SPECIAL NEEDS OF PUPILS IN MILWAUKEE PUBLICSCHOOLS, again irk September, measured (1) mathematical SPRING SEMESTER,. 1988 -87. reasoning, (2) computation, (3) comprehension, and(4) the Milwaukee Public SC:1001S, WIS. ability to read mathematical prose. It was found that the 15MAY1967.56P. Chicano studentswhdwere pretrained in June scored higher EDRS Price - mF01/Pc03 Plus Postlge. than thosenot pretrained. Ingeneral, no loss of Language: ENGLISH comprehension a'r mathematical reasoning over thesummer months Journal Announcement: CUMREPT. was found, and the ability to read mathematical prose seemed THIS REPORT UN EDUCATIONAL PRACTICES IN THE MILWAUKEE to increase slightly over the summer months. (MM) PUBLIC SCHOOLS SUMMARIZES THE EFFORTS BEING MADE IN THE SCHOOLS TO PROMOTE EQUAL AND QUALITY EDUCATION. THE SECTION ONCURRICULUM AND INSTRUCTIONCONTAINSREVIEWS OF THE REGULAR SCHODL PROGRAM, COMPENSATORY ACADEMIC AND ED093840 95 SP008208 CULTURAL ENRICHMENT PROGRAMS FOR ELEMENTARY AND SECONDARY SCHOOL STUDENTS,SPECIAL. Mathematics for Elamentary Toadhers (Math 108a). Adams State 'EDUCATION PROGRAMS FOR PHYSICALLY, College. MENTALLY, OREMOTIONALLY . HANDICAPPED CHILDREN, REHABILITATIVE PROGRAMS FOR SOCIAL' Evans, Carlton; And Others ADJUSTMENT, AND VOCATIONAL AND BUSINESS Adams State Coll. of Colorado, Alamosa. EDUCATIONPROGRAMS, ANOTHER SECTION ON THE SCHOOLS' SUPPORTING SERVICES DISCUSSES .1973 28p.; Paperprepared for the Adams State College THE PROVISIONS FOR GUIDANCE COUNSELING, EMPLOYMENT PROGRAMS,' Teacher Corps Program; For relateddocuments, see SP 008 PSYCHIATRIC, 209-215 PSYCHOLOGICAL, AND SOCIAL WORK SERVICES, AND EDUCATIONAL RESEARCHPROGRAMS. 'THE SECTIONON STAFFING Spohsoring Agency: Office of Education (DHEW), Washington. DESCRIBES D.C. THE PROVISIONS FOR CLASSIFIED SECETARIAL PERSONNEL, PRDFESSIONAL PERSONNEL, AND Grant No.: DEG-0-73-1039(715) PROJECTS FOR PROFESSIONAL PERSONNEL SUCH AS THE NATIONAL TEACHER ,'CORPS PROGRAM. Available from: Adams State College, Alamosa: Colorado 81101 OONTAINED IN THE t(No price quoted) APPENDIX IS A .LIST OF SPECIAL PROGRAMS ARRANGED ACCORDING TO THEIR CHRONOLOGICAL DEVELOPMENT,AND THE EDRS Price - MFOI Plus Postage. PC Not Available from EDRS. NAMES OF SCHOOLS OFFERING Language:'ENCLISH A PARTICULAR-PROGRAM OR SERVICE. ALTOGETHER, MORE THAN 80 PROJECTS AND SERVICES ARE LISTED. Document Type: CLASSROOM MAT RIAL (050) (LB)' JoUrnal Anrouncement: RIENOV 4 This doqemant, is one of a se tes of eight Teacher Education modDles developedby AdamsStater CollegeTeacher Corps Program. As a result of completion of this module, which is' itself a cluster of nine mathematics learning modules, the elementary educatiOn student will: a) gain a knowledgeand understanding of the concept of elementary school mathematics; 6) have a deeper understanding of the specific topics than would be expected of an elementary'student: c) real)zeand appreciate the logical development of material from precise
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educationtaJJD) ED186406 SP0159774 Meetingthe Needs of Public Education in Western Kentucky. I Establishing Collaborative -Multidimensional Programs for Inservice Education. E0095153 95 SP008331 Schroeder, G. G.: Hainsworth, J. C. Methodsof Public School Music. Teacher Corps Associates: Mar 1980 20p.; Paper presented to the American Society for Resources for CSTE, No. 8. Curriculum Development (Atlanta. GA. March 1980). Battle, Edwina '' -EDRS Price - MF01/PC01 Plus Postage. Norfolk State Coll., Va.; Wisconsin Univ., Madison. Teacher Language: English Corps Associates Program. Document Type: CONFERENCE PAPER (150): PROJECT DESCRIPTION 1973 60p.; For related documents, see SP 008 322-333 (141); NON-CLASSROOM MATERIAL (055) Sponsoring Agency: Office of Education (DHEW), Washington, Gbographic Source: U.S.: Kentucky D.C. Teacher Corps. Journal Announcement: RIESEP8O EDRS Price - MF01/PC03 Plus Postage. Theneed for a multidimensional approach to teacher Language: ENGLISH education is disddssed in light of the educational trendsof Document Type: CLASSROOM MATERIAL (050) the last, decade, and the rationalebehindMurray State Journal Announcement: RIEDEC74 University's (Kentucky) inservice teacher education program is The 24 learningmodules contained in explained. A this booklet are short history of the university's involvement divided into threemodule clusters designed to give teacher with inservice teacher education is given. and an outline for trainees adequate background and training in music skills that the design of similiar programs to be instituted in other canbeadapted to meet the musical needs, interests, universities is offered. A summary of the processesand capabilities of children in the primary grades. The three functions in teacher inservice program development methodology clusters are Music Fundamentals, is appended. (LH) Instruments and"Their Use, andTechniques of MusicInstruction. Each module and each module cluster include statements of the objectives, lists of prerequisites, learning tasks. and resources. Instruments are included for both pre- and post-assessment. -(HMD) ED195541# 'SP017165 Merging Resources of the IHE and the LEA for the Improvement of Inter-Institutional Programs. The Competency Centered/Field Based EarlyChildhoodCertificationProject. Professional Development Occasional Paper 2. Allen. Dwight W.; Eade, Gordon E. National Council of States on Inservice Education. Syracuse, N.Y. 1980 17p. Sponsoring Agency: Office of Education (OHEW), Washington. D.C. Teacher Corps. Document Not Available from EDRS. -- Language: English
Document Type. PROJECT DESCRIPTION (141) . Geographic Source: U.S.: New York Journal Announcement: RIEAPR81 The first of twopapers presented in this publication examines the problems of establishing and maintaining a , rapportbetweencolleges of education and local schools for their mutual benefit. In ar ideal setting andrelationship, colleges would conduct research and controlled demonstrations. with the results of the research being implemented b, the schools for the continued improvement.of educational practice. Schools would define their major needs and this definition of needs wouldproduce research' agendas the collegeswould undertake. Ways in which this ideal couldbeachievedare considered. The second paperdescribes a programin which collaboration between a consortium of institutions of higher educationand local education agencies developed an inservice field-basedprogram for certification in earlychildhood r J_? DIALOG Filet: ERIC - 66-82/Mar (Item300.0f 637) User 002 15apr82 1714
nation.' Materials E00306471 7E001422 contained in this publication include the following: (a) sample material request forms, (b) the mOual Microteaching. of form and procedure Allen, Dwight; Ryin', Kevin for 'cataloging and processing MINK Network Educational Materials, and (c) the April and May 1975 .May 1969 .151p: . , selected monthly acquisitions lisft.(JS) Available from: Addison-Wesley Publishing Company, Inc.. Reading, Massachusetts 01867 ($4.95) OocumentNot Available from EDRS. . Cariguage: ENGLISH .0148924. 0)017563 Journal Announcement: RIENOV69 , - MinorATeachers as Change Agents:A Case Study. 'This book on'a rather widely known but lesswidely _applied Millner, Darrell technique for teachereducation is intended both to inform 1977 113p. those people who o- unfamiliarwithmicroteachingand to Available from: UniversityPress of America, 4710 Auth caution thoseyro see it as a final answer to teacher training. The Place, S.Er, Washington. D.C. 20023 ($5.50) irst chapter provides a working definition of EDRS Price - MF01/PC05 Plus Postage. microteaching; surveys its importance in supervision. Language: ENGLISH , research, and other areas: and evaluates its potentials and problems. Document Type: RESEARCH REPORT (143) The secondchapter presents the component-skills Journal Announcement: RIEMAY78 approach to a mastery of teaching skills and demonstrates the The Teacher Corps Corrections Programwas generated . value of the model-oriented technique. The at the elements of Universit! of Oregon in-1970. This program was to recruit an microteaching (e.g.. video tape recordings, patterns of intern group on the junior undergraduate level training) andtrain them and the structuringof a microteachingprogram are tobe teachers capable of working with alienated discussed in the third chapter. Chapters four and five and minority take up populations ineither anurban school or a correctional the specific advantage's and drawbacks of microteaching for setting. The program had a strong theoretical orientation. pre-serviceand in-service teacher training programs. The The need for accomplishing structural change xinestablished importance of microteaching for specialized situationsteach- institutions and training a ing in the inner city, training elementary teacoers.' newkind of teacher able to teaching operate as a change agent was emphasized. The majorpurpose of In liberal ..arts colleges, training Peace Corps and Teacher tnis study was to evaluate to what extent the program Corps volunteers, andmicro-counseling--isevaluated lin chapter succeeded in generating within the interns theabilitiesand six. The conclusion presents ways in which commitment to act as change agents in educational/correctional microteaching can be of value in educational research. (A .environments. Through the use of a tape recorded short bibliography and an article on evaluation echniquesfc.r interview/analysis procedure. 'master teachers are appended.) (LH) this study examines the impact on 19 former interns in terms of their self-perceptions, current activities andpresent opinions regarding societal change. The study also determines now well the Teacher Corps programwasable to prepare ED109081 95 SP009328 interns for involvement in traditional and ongoing institutions MINK NetworkEdUcational Resources Center. and agencies. An evaluation of how involved former interns Iowa Univ.. Iowa City. 1 currently are in activitiesdesigned to 'make 1975 18p. traditional institutions more responsive and less alienating for the clients Sponsoring Agency: Office of Education (OHEW), theyserve is Washington, presented. Results indicate that 9 of the interns felt that D.C. Teacher Corps. the program did not adequately train EDRS Price - MF01/PC01 Plus Postage. them for the role of change agent. while 9 felt that the program had. It was found Language: ENGLISH that former interns Document T pe: MISCELLANEOUS (999) have done little to live up to the predictedchange agent Journal A nouncement: RIENOV75 behaviorpatterns of the original Teacher Corps proposal. It is suggested This do ment contains that the '.p.r.dgram's materialsused in accessioning goal of training minority personnel for juventl-e-torrit"t-ions informatio into the MINK (Missouri, Iowa, Nebraska, and careers was not met, and possible explanations for this are Kansas)Network Educational Resources' Center. The center suggested. (Author/AM) servesas a centralized source of materials covering a, wide range of topia pertinent to teacher educationfor reference use in the MINK four-state area.. The materials located at fhe Center.,include both print and non-print dealing withareas such as: (a) the competency-based teacher education (CBTE) concept, lb) leacher Corps proposals and working papers, (c) learningpackages, (d) teacher education modules. and (e) various education coffirehtion report papers from throughoutthe ). DIALOG Filei: Efl/C - 66-82/Mar (Item 303,of 637) User 9002 15apr82 1715
Document Type: CONFERENCE PROCEEDINGS (021); NON-CLASSROOM ED198367 CE028085 MATERIA4 (055) Model-WildingsinrTraining. Collaboration in Adult Learning. Geographic Source: U.S.; District of Columbia , American Univ.,, Washington, D.C. Adult Learning Potential Journal Announcement: RIEJUL81 Inst. This is the Sep 1980 second of a series of three reports geared to 112p.; For related documents see CE 028 086-087. educator training and which encompass Sponsoring Agency: alternativeapproaches Dtipartment of Education (DHHS), to collaborationand expert Washington. D.C. Teacher Corpi. input, as well as a range of diverse topics related to adult COntracS No.: 300-77-0524 ,learning. This particular document describes a symposium conducted by,the Adult EDRS Price,- MF01/PC05 Plus Postage. Learning,_ Potential Institute in June.' 1980. For the symposium, a , Language: English diverse group of nineselected Type: participants were asked to Document NON-CLASSROOMMATERIAL (055); REVIEW respond to a number LITERATURE (070); PROJECT DESCRIPTION (141) of critical questions concerning adult learning and training in the future. After an orientation by Geographic Source: U.S.; District of Columbia Winifred warnat, in whichshe Journal Announcement: RIEJUL81 invites participants to be creative and daring, the first part of the report This is the first of three reports contains geared to 4ducator selectedcomments from group discussions. The second part of training and which encompassalternativeapproaches to the report contains shortpapers given,by the nine collaboration and expert input, as well as a range of diverse partiqipants on the topics related to adult learning. follov.ing' issues: learningversus This particular document Is information processing; meeting the stressful future; a colleciton of papers presenting leisure alternative 'models for and adult learning; the necessity of changing old patterns to collaboration that relate to various aspects of adult learning meet adult learning needs; technology, folk heroes, end training. and adult Model 1 is based on a meeeing,of experts in learning; dependency and 'authority higher asblocks to adult education who werebrought together to identify learning; the Auture of the edudation business; adult learning critical gaps in our knowledge and understanding of adult potential; and new models of learning, A short Zelectinn of learning that need to be addressed by educator trainers. The randomcommentsmade training goring the symposium and a list of connection between the business sector and participants conclude the report. (KC) institutions of higher education Is addressed in Model 2, by discussing the need fqr clarifyingthe InteEpretations.of training as a discipline and a profession, andpresenting a coOperativetraining model that attempts to capitalize on the interests and expertise of both business and highereducation. In Model 3, the mission of schools of education is expandedto encompass the world beyondschooling by presenting an organizational model that brings tbgeth4r various academic units to address thetrainingneeds of workers. Usinga medium-sized, private institutionof higher education as a prototype, Model 4 reveals the Went of, universityfaculty and administrator involvement and interest in adult learning-related endeavors and subsequent collaboration wit colleages. Finally, Model .5presents anothermoans of3 collaboratlon among experts involving the development of a position paper by each participatingprofessional that addresses a common topic. (KC)
ED198368 CE028086 Model Building inTraining. Symposium on Adult Learning Potential: An Agenda for the Future. American Univ.. Washington, D.C. Adult Learning Potential Inst. Sep 1980 63p.; For relateq documents see CE 028 085-087. Sponsoring Agency,: Department of Education (DHHS), Washington. D.C. Teacher Corps. Contract No.: 300-77-0524 EDRS Price - MF01/PC03 Plus Postage. Language: English V 2fn DIALOG Fflel: ERIC - 66-82/Mar (Item 305 of 637) User 9002 15apr82 1716
with an overview of the purposes, methods, E0198369CE028087 and techniques for testingEnglish as a Second Language (ESL) Model Building in Training. Toward the Twenty-First Century: and practical classroomapplications. Given the Criiical,IsAues in Adult Learning. series of learning 45 aiternati4e5 on testing that are presented American Univ., Washington, in this module. the O.C.I Adult LearningPotential participant should be able to: (a) Inst. demonstrate knowledge of basic testing principles and coocerr.. and (b) apply knowledge Sep 1980 117p.; For related documents see CE 028 085-086. of principles,to test evalultion and construction. Exercises Sponsoring Agency: Deprtment of Education (OHMS). are provided to serve as bot post-assessments of the Washington, D.C. Teacher Corps. participant's mastery the Contract No.: 300-77-0524 terminal objectives of the module. Learning alternatives are presented in outline form. MRS Price - MFOr/PC05 Plus Postage. The alternatives ipclude various readings and Language: English theevaluation of 29 specific tests in terms of the needs of a particular Document Type: REVIEW LITERATURE (070); PROJECT DESCRIPTION group of 'second- language learners. (JA) (141) Geographic Sdurce: U.S.; District of Columbia Journal Announcement: RICJUL81 This is the third of a series of threereports geared to E0095142 3P008320 educatortraining land which encompass alternative approaches Modular Sequence: English as a Second Language, Methods and to collaboration and expert input, as well as. a .range of Techniqvls. TTP 001.14 Teaching FSL in Context. Teacher Cords ,---) diverse topics related to adult learning. This particular Bilingu: Project. 'document begins with a forecast of what mightoccur over the Hernant. z, Alberto; Melnick, Susan L'. next twenty years in adult learning. The remaining five Hartford Univ., West Hartford, Conn. Coll. of sections present critical issues that Education. have implications for 9p.; For related documents, see SP 008 306-319 and 32,,1 k.s...) adult learning and_training in the future. The first section MRS Price - MFOI/PC01 Plus Pdstag focuses on the critical issue of unemployment. in which the Language: ENGLISH "humanness factor" is presented'as a major void in resolving Document Type: CLASSROOM MATERIAL (050) the dilemmas faced by unemployed workers,, next it provides a Journal Announcement: RIEOEC74 model that begins to address the dilemmas through' the Given the series of activities included in this module on humanness factor. The next section acl4nowledges aging 'as a the importance of cultural context in the teachingof second critical issue that needs to be addressed through training languages, the participant should be able to: ('s) prepare a practices, demonstrpting a method by using the familyas a model of training. culturally relevant grammatical exercise for a specificgroup Leisure is the critical issue focused upon of Puerto Rican Spanish-speakers, (b) list several possible in the thirdsection. which discusses the importance of activities for using the learneq's'cultural background inthe educators needing to understand theprofound impact that English asa Second Language (ESL) cl room. and (c) increased leisure will have on society inthe future; four evaluates the relevance of the cultural trainingmodels co ext in existing arepresented. The fourth critical issue materialsavailable .for Spanish/gnplis identified is women, h'F'silingual programs. with special emphasisplaced on the The module include; short-essay pre- and potential and post-assessment of emerging power of middle-aged women in molding the participant and learning] alternatives, which -'re presented our culture; this discussion is followed by a comprehensive in outline form. Specificreadingsare assigned for each training agenda. Finally, a leadership training model is set activity. A bibliography ends the module. (JA) forth for addressing the fifth 'critical issue, community education.
E0095143 SP008321 Modular Sequence: English as a Second Language, Methods and Techniques. TTP001.15 Testing. Teacher CorpsBilingual Project. Hernandez, Alberto; Melnick, Susan L. Hartford Univ West Hartford, Conn. Coll. of Education. 13p.; For related documents, sedPSP 008 306-320 MRS Price - W0I/PC01 Plus Postage. Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIEDEC74 This unit of work is designed to provide the participant 211 liP
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0 4 Modular Sequence: English as a Second Language, 20095141 SP008319 'Oelhods and Techniques. TTP001.11 Writing. 'Teacher CorpsBilingual Modular Sequence: English as a Second Language, Methods and Project. -Techniques. TIP 001.13 Evaluatingand Adapting Materials. Hernandez.Alberto; Melnick, Susan L. Teacher\Corps Bilingual Project. Hartford Univ., West Hartford. Conn. Colt,. of Hernandez. Alberto; Me!:-.1ck, Susan L. Education. '14p.; For related doCuments,see SP 008 3067316 and 318-321 Hartford Univ.. West Hartford. Conn. coil. of Education. EDRS cPrice - mF0i/Pc0i Plus Postage. lip.; For related documents. see SP 008 306-318. 320. and Language: ENGLISH 321 Document Type: CLASSROOM MATERIAL (050) 'EDRS PriCe - MF01/PC01 Plus Pdstage. Journal Announcement: RIFDEC74 'Language:\ENGLI,SH This learning module is designed to provide the prospective Document Type: CLASSROOM MATERIAL (050) teacher of English as a riecond language with suggestions for Journal 'Announcement: RIEDEC74 prack-Vcal applicattigifs of sound linguistic theory The purpose of this unit of work is to.provide for teaching the teacher writing to seco -language learners. After completing the participantwithsomeuseful guidelines for evaluating and module, the student is expected to be able to: (a) define the adapting w ttten materials for specific English*as a second role of writing in foreign and second-language learning, ° language (ESL) classes. There is pre- 4(b) and post-assessment of identify thespecific e'stages of develoegent specific learning tasks relevant' to evaluating !n teaching and adapting writing to second-language learners. (c) prepare an activity materials as well es .learning activities, which are presented for a specific grade and proficiency level based in outline form. Given this series of activities on the views on evaluating , Of. oneauthor in the kerning activities and adapting written materials for ESL, the participant section of the should module, And (d) evaluate c.n English dsa second language (ESL) be able to evaluate.any portion of written material in terms composition textbook through the application of specific of: (a) specific guidelines for yelevance. (b) specific criteria. A basic' overview of writing in relation toteaching. guidelines for content. and"(c) specific guidelines for the English as a second language is presented. after which the achievement of teaching alms. Specific reading assignmentsare student is given a choice noted for various activities. (JA) of several enabling acl:vities, including reading, liorary research. seminar attendance, and the conducting of interviews. Pre- and post- assessmei instruments ale included. (HMD) ED095140 SP008318
r Modular Sequence: English as a Second Language. Methods nd '7 Techmiques. TIP 001.12 Major Methods and Techniques.Teac r Corps Bilingual Project. Hernandez, Alberto; Melnick, Susan L. Hartford Univ., West Hartford, Conn. Coll. of Education. 10p.: For related documents, see SP 006 30E-3i7 and 319-321 EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIEDEC74 Thislearning module is designed to provide the prospective teacher of English as a second language with an overviewof the major methods and techniques used in ESL in the past and those in current use. The objectives of the moduleare to enable the student to: (a) define "method"; (b) compare and contrast the various features of the 'grammar- translation. direct. series, audio-lingual, and programmed instruction methods; and (c) analyze written material in terms of the author'sreliance on a particular method. The selection of enabling activities includes readings, discussions, exercises in the analysis of materials, and the designing of lessons. Pre- and post-assessment instruments are included in the module. (HMD)
et. ED095139SP008317 '213 DIALOG F1111: ERIC - 66-82/Mar (Item 311 of 637) User 9002 15apr82 1718
Techniques. TTP 001.08 Listening Comprehension. TeaCher Corps E009513a SP008316 ' Bilingual Project. . Meaner Sequence: English as a Second Language, Methods and ,Hernandez, Alb,k0; Melnick, Susan L. Techniques. TTP. 001.10 Reading. Teacher Corps Bilingual Hartford Univ.. West Hartford, Conn. Coll. of Education. Project. i 15p.; For related documents. see SP 008 306-321 Melnick. Susan C. EDRS Price - MF01/PC01.Plus Postage: Hartford Univ., Wes4Har4prd, Conn. Coll. df Education. Language: ENGLISH 12p.;' Fotr related documents, see SP 008 306-315 and 317-321 Document Type: CLASSROOM MATERIAL (050) EDRS Price - MF01/PC01 Plus Postage. \ Jdurnal Announcement: RIEDEC74 Language: ENGLISH! Tflis moduleprovides theoretical aspects of listening Document Type: CLASSROOM MATER/AL (050) comprehension and practical teaching suggestions. Learning Journal Announcement: RIEDEC74 activitiesare designed to achieve the following objectives: ,This \ moduleprovides a theoretical overview process (a) explain briefly a theory of the speechprocess; (b) define and skills of second-language needing andpractieal classroom redundancy, semantic encoding, phonicpatterning, and applications. The learning activities are designed to aid the phonological decoding; (c) enumerate and explain the stages of participant Ain achieving the following objectives: (a) development of listening comprehension:. and (d) design a distinguish thecharacteristics of three categories of the .teaching activty for Improving listening comprehension skills second' language readers; (b) explain the stages of development of Puerto Rican Spanish- speakers. A theoretical overview of in real:ling; (c) design a teachingactivity\ tocombat listening comprehension Ahat describes the process of speech native-language i'terference; ( design a teaching activity is presented. Learning activities are outlined, and provisions for a specific group of PlJerto Rican Spanish-speakers based on for pre- ebb post-assessment of mastery of terminal objectives the premise of language c#Xperience, linguistics. programmed are included. (PO), instruction, words in colo'r, individualized reading, or ! Initial Teaching Alphabet (ITA):. and(e)design a teaching activity for advanced-level reading. Four learning alternatives areoutlined, and provisionsfor pre- and E0095135 SP008313 post-assessmenA of student masteryof terminal course Modular Sequence: English as a Second Language, Methdds and objectives and' included. (PD) Techniques. to' TTP 001.07 Puerto Rican Spanish. Teacher Corps Bilingual Project., / Hernandez, Alberto Hartford Univ., West Hartford. Conn. Coll. of Education. ED095137 SP0083i5 30p.; For related documents>.pee SP 008 306-312 and 314-321 Modular Sequence: English as a Second Language, Methods and EDRS Price - MFOI /PCO2 Plus Postage. Techniques. TTP 001.09 Oral LanguageDevelopment. Teacher Language: ENGLISH Corps Bilingual Project. Document Type: CLASSROOM MATERIAL(00) Hernandez, Alberto; Melnick, Susan L. Journal Announcement: RIEDEC74 Hartford Univ., West Hartford. Conn. toll. of Education. The purpose of this learning module is.to clarify some major 10p.; For related ddcuments, see SP 008 306-314 and 316'-321 points fof controversy regarding Puerto Rican Spanish. It is\ E'RS Price - MFO1 /PC01 elus Postage. part of a'series of modules developed by the TeacherCorps) Language: ENGLISH Bilingual Project to aid the prospective teacher of English as Document Type: CLASSROOM MATERIAL (050) a second language. The objectives of this module are to enable Journal Announcement: RIEDEC74 the student to: (a) determine the linguistic validity of the This module provides a theoretical framework and practical Puerto Rican Spanish dialect and (b) to list and explain the suggestionsfor developing oral second-language skills. outstandingcharacteristics of Puerto Rican Spanish that make LearningActivitiesaredesigned to achieve the following it different from other forms of Spanish. The module includes objectives: (a) develop and evaluate oral drills, (b) Identify an essay on Puerto Rican language and culture and the ways in characteristics of good pattern drills, (c) discriminate which it differs from other languages and cultu'es. Required beZween "meaningtess" and "meaningful" drills, and (d) prepare and optional enablingactivities include field research a teachingactivity for developing oral language. Learning seminar attendanbe, study exercises, and readings. Pre- and alternatives areoutlined, andprovisions for pre- and post-assessment instruments are included in the module. (HMO) post-assessment of mastery of the terminal objectives are included. (PO)
ED095135 SP008314 Modular Sequence: English as a Second Language, Methods and J cs ( DIALOG Filel: ERIC - 66-82/Mar (Item 315 of 637) User 9002 15apr82 1719
4 E0095131 5P008309 ED095134 5P008312 Modular Sequence: English as a Second Language, Modular SMquence: English as a Second Language,* Methods and Methods and Techniques. TTP 001.03 ,Psychology and *Techniques. TTP 001.00 Morphology: Teaching English Structures Stcond-Language Teaching: 4ehaviorist itive Approaches. Teacher Carps to Spanish Speakers. Teacher Corps Bilingual Project. Bilingual Project..1 Hernandez. Alberto: Melnick, Susan L. Hernandez, Albert k, Susan L. Hartford Univ.. West Hartford, Conn. Coll. of Education. Hartford Univ., W . Conn. Coll. of Education. 72p.; For related documents, see SP 008 306-9ri arl 313-321 11p.; For related* men s, see SP 008 306-308 and 310-321 EDRS Price - MFOI/PC03 Plus Postage. EDRS Price - MF0I/PC01 Plus Postage. Language: ENGEISP Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIEDEC74 Journal Announcement: RIEDEC74 This learning module is designed to provide theprospective This learning module is designed to provide the teacher of Englishas student with second language with a contrastive an introduction to the relbvance overview of the synta=tic structures of of pg§chology for Spanish: andENIlsh second-language teaching and tts practical and to enable him to: (a) state the English langago patterns classroom applications and to enable him to: that are difficult for a PuertoRican (a) define concisely Spanish-speaker. (b) cognitive and behaviorist theqries. (b) exploIn the specific causes for indications of native 14sauage identify the effects of the cognitive and bithavioriat theories in a interference: (c) design teaching activities based series of on specific educational materials, and (c) list possible uses of these linguistic contrasts, and (d) evaluate self-prepared theories by the second-language teacher. The module includes activities in terms of an effective strategy. Requiredand t both optional required and optional learning activities and pre--and enabling activities consist of readings, exercises. post-assessment instruments. (HMO) video tape viewing. andseminar attendance. Pre- and post-assessment instruments are included in the module. (HMD)
ED095130SP008308 ModularSequsnce: English as a Second Language, ED095132 SP008310 Methods and TechniqUes. TTP 001.02 Linguistics and Second-Language Modular Sequence: English as a Second Language, Methods and Teachings Teacher Corps Bilingual Project. Techniques. TTr 001.04 Psychology and Second-Language Hernandez, Alberto: Melnick, Susan L. Teaching: Determining Factors of Success. Teachers Corps Hartford Univ., West Hartford, Conn. Coll. of Education. Bilingual Project._ 19p,; For relateddocument', see SP 008 306, 307, and Hernandez. Alberto; Melnick, Susan L. 309-321 Hartford Univ.. West Hartford. Conn. Coll. of Education. EORS Price - MFOI/PC01 Plus Postage. 10p.: For related documents. see SP 008 306-309 end 311-321. Language: ENGLISH EDRS Price - MF01/PC01 Plus Postage. Document Tyce: CLASSROOM MATERIAL (050) Language: ENGLISH Journal Announcement: RIEDEC74 Document Type: CLASSROOM MATERIAL (050) This learning module is designed to provide the studentwith Jownal Announcement: RIEDEC74 an overview of the main areas an0 manner in which This learning module is designed to provide 'he 1:nguistics prospective has influenced second - language, teaching and to enable himto: second-languageteacherwith an overview of the social and (a) identify the characteristics of language: (b) identify psydl'xilogIcal factors affecting second-language the learningand characteristics of linguistic analysis: (c) define the role of practical classroomapplicalionof this knowledge. The transformational-generative grammar, specific objectives of the module are structural grammar, and to: (a) enable t90 contrastive linguistics in second-language student to explain the roles of attitude, age, teaching; '(d) aptitude, and define grammar; and (e) identify the linguistic teachingmethod, in the principles success of second-language upon whichspecificmaterials 'in F5L. (English as a Second acquisition:4 (b) define bilingualbalance, linguistic Language) are based. Enabling activities include a variety of dominance, and compound bilingualism; (c) explain readings and complementaryactivities as well as several second-language learning motivation of the Puerto Rican on the exercises. Pre- and post- measurement instruments are included. mainland in terms of cultural pluralism, integrative (HMD) orientation, and instrumental orientation; and (d) design a teaching activity based on the major points considered in the module. Optional and required enabling activities are listed and pre- and post-assessment instruments are included. (HMO)
21_7 3 DIALOG Filet: ERIC - 66-82/Mar (Item 319 of 637) User 9002 15apr82 1720
Techniques. TTP 001.05 Teaching EnglishSounds to Spanish ED095129SP008307 Speakers: Teacher Corps Bilingual Project. Modular Sequence: English as a Second Language. Methods and Hernandez, Alberto: Melnick, Susan L. Techniques. TIP 001.01 TESOL Overview. Teacher Corps Bilingual Hartford Univ., West Hartford. Conn. Coll. of Education. Project. 19p.; For related documents, see SP 008 306-310 and 312-321 . Hernandez. Alberto: MeInick, Susan L. EDRS Price - MF01/PC01 Plus Postage. Hartford Univ... West Hartford..Conn. Cori. of Education. Language: ENGLISH °' 12p.: For related documents. see SP ooklos and 308-321 Document 'Type: CLASSROOM MATERIAL (050) EDRS Price MF01/PC01 Plus Postage. Journal Announcement: RIEDEC74 Languape: ENGLISH This learning module is designed to provide the prospective Document Type: CLASSROOM MATERIAL (050) teacher of English as a second-language withan overview of Journal Announcement: RIEDEC74 the contrasting ,features of the English and Spanish sound l'his learning module is designed to provide the student with systems and practical classroom applications. After completing insights into the nature and goals of TESOL (Teaching English the learning activitiee-in the module, the student is expected to Speakers of Other Languages) and the means to achieve these to beable to: (a) explain themaindifferences in goals by enabling him to: (a) explain accurately the rationale pronunciationbetween English and Spanish vowels; for each component of (b) point TESOL. (b) justify the teaching of out features of vowels, consonants, andconsonant clusters English as a second language through a linguistic orientation that may cause linguistic interfarencefor a Puerto Rican which takes into account the native languageor dialect Spanish-speaker learning English; (c) outline background of the learner, an effective and (c) assess his own needs for strategy for teaching Englishsounds to PuertoRican acquiring new competencies in terms of. recommended guidelines Spanish-speakers; and (d) prepare a corrective exercise for for teachers of English as a second language. Several required one aspect of each of the components based on a contrast of acid optional activities are listed to assist the student in the sound systems of English and Spanish. Optional and attaining the module objective. Both pre- and post-assessment requiredenablingactivitiesand pre- and post-assessment instruments are included. Remedietionactivities arenot instruments are included in the module. (HMD) includedbutare to be negotiated with the course instructor or'module coordinator. (HMD)
ED103381 SP008987 Modular Sequence: Puerto Rican Pupils in Mainland Schools. ED095128SP008306 TTP 003.05. The Puerto Rican Family. Teacher Corps Bilingual MbdUlir Sequence: English as a Second Language. Methods and Project. Techniques. Instructor's- Guide. TeacherCorps Bilingual Hartford Univ., West Hartford. Conn. Coll. of Education. Project. 59P.: For related documents, see ED 095 128-143 and SP 008 , Hernandez, Alberto; Melnick, Susan L. 975-986 Hartford Univ.. West Hartford, Conn. Coll. of Education. Sponsoring Agency: Office of Education (DHEW). Washington, 27p.: For related documents. see SP 008 307-321 D.C. Teacher Corps. EDRS Price - MF01/PCO2 Plus Postage. EDRS Price - MF01/PC03 Plus Postage. Language: ENGLISH,. Language: ENGLISH Document Type: CLASSRuOM MATERIAL (050) Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIEDEC74 Journal Announcement: RIEJUL75 This instructor's guide for a modular sequence in English as This module provides the participant with an overview of the a second language is itself in modular format. It presents the structure of the Puerto Rican family and the forces which have rationale for, and the objectives and organization of. the affected it. It is believed that the learning alternatives in sequence modules as well as managementguidelines for the this rodule will provide the reader with greater insight into instructor, including checklist forms for each module in the family lives of Puerto Rican children. sequence. Upon completion of The objective of the entire sequence is to provide this module, the participant will be able to,(a) describe the teacherswith a theoretical backgroundand with practical traditional structure of the Puerto Rica!) family and the roles training in the methodology of teaching English as a second of its members, (b) explain the effect of the Americanization fanguage, which can be adapted to meet the needs, interests, of Puerto Rico on the Puerto Rican family, and (c) discuss the and capabilities of the linguistically different student. effect of mainland migration in the (HMO) structure of migrating families. Theparticipant completesa preassessment test, chooses tasks from a list of alternatives, reads the attached' narrative, andconcludes the module with a postasseasment test. (A bibliography is included.) (PB) ED095133 SP008311 Modular Sequence: English as a Second-Language. Methods and
ei ') OULOG Filel: ERIC - 66-82/Mar (Item 323 of 637) User 9002 15apr82 1721
4 Sponsbring Agency: ED103380 SP008986 Office of Education (OHEW), Washington, Mailer Sequence: D.C. Teacher Corps. Puerto Rican Pupils in Mainland Schools. EDRS Price - MF01/PCO2 Pius Postage. Instructor's Guide. Teacher Corps Bilingual Project. Language: ENGLISH Hartford Univ., West Hartford, Conn. Coll. of Education. DocuMent Type: CLASSROOM MATERIAL (050) 12p.; For related 0.1,cuments. see,g8 095 128-143 and SP 008 975-987 Journal Announcement: RIEJUL75 This moduleprovides, readers who are Sponsoring Agency: Office of Education (DHEW). Washington. not familiar with O.C. Teacher Corps. Puerto Ricans with information regarding certainPuertoRicen mores which EDRS Price - MF0i/PC01 Plus Post seem outstanding to peopleof Anglo-Saxon e. 'background. Pre- Language: ENGLISH and postassessment tests, a bibliography, learningalternative Document Type: CLASSROOM MATERIAL (050) strategies, and a narrative concerning Journal Announcement: RIEJUL75 Puerto Ricans and their mores are presented.(MJM) The purpose of this modular seguee is to provide teachers with a comprehensiveawareness and concrete applications of Puerto Rican culture with respect to publicschool classrooms. E0103377SP008983 It focuses on the teacher's individual needsandspecified competencies Modular Sequence: Puerto Rican Pupils in Mainland School's. to be attained. The sequence is divided into 12 TTP 003.10. modules (see Prominent Puerto Ricans. Teacher Corps Bilingual SP 008 975-987). eachofwhich include a Project. preassessment test. a postassessment test, and learningtasks. Hartford Univ., West Hartford, Conn. Coll. Competency is assessed through successful completion of the of Education. 51p.; For related documents, see ED 095 128-143 and SP 008 learning activities and postassessments of eachmodule. (This 975-987 document is a description of the entire modular sequence and Sponsoring Agency: Office of Education (OHEW). Washington, contains a bibliography.) (P8) D.C. Teacher Corps. EDRS Price - MF01/PC03 Plus Postage. Language: ENGLISH ED103379SP008985 Document Type: CLASSROOM MATERIAL (050) Modular Journal Announcement: RIEJUL75 Sequence: Puerto Rican Pupils in Mainland Schools. Thismodule TTP 003.12. contains representativeexamples of native The Puerto Rican andthe Arts, TeacherCorps Puerto Rican men and women who Bilingual Project. havegaineddistinction in Puerto Rico. Following a pre- and postassessment Hartford Univ.. West Hartford, Conn: Coll. of Education. test and list of learningalternativesarenarratives presenting a brief 29p.; For related documents, see ED 095 128-143 and SP 008 975-987 biography of 27 Puerto Ricans. (MJM) Csponsoring Agency: Office of Education (DHEW). ArTeacher Corps. Washington, EDRS Price - MF01/PCO2 Plus Postage. Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIEJUL75 This module provides readers a broad view of thedevelopment of musicand theplastic arts in Puerto Rico. At the same time.' the module includes the names of Puerto Ricanswho have found distinction in these fields of endeavor. Apreassessment test, learning alternatives. postassessment test. and various narrativesconcerned with thetheme of the module are Included. (MJM)
E0103378SP008984 ModularSequence: Puerto Rican Pupils in Mainland Schools. TTP 003.11. Puerto Ricans andTheft Mores. Teacher Corps Bilingual Project. Hartford Univ.. West Hartford, Conn.,Coll.of Education. 29p.; For related doCuments. see ED 095 128-143 and SP 008 975-987
4c)2., DIALOG Filel: ERIC - 66 -8/Mar (Item 327 of 637) User 9002 15epr82 1722
ModularSequence: Puerto, Rican Pupils in Mainland Schools. ED103376SPOO8982 , TTP 003.Q7. The Educational' System in PuertoRico. Teacher ModularSequence: Puerto Rican Pupils in Mainland Schools. Corps Bilingual Project. TTP 003,09. PuertoRican English. Teacher Corps Bilingual Hartford Univ.. West Hartford, Conn. Coll. of Education. Project. 28p.; For related documents, see ED 095 128-143 and SP 008 Hartford Univ., West Hartford. Conn. Coll. of Education. 975-987 21p.; For related documents, see ED 095 128-143 and SP 008 Sponsoring Agency: Office of Education (DHEW). 975-987 Washington, , . D.C. Teacher Corps\. Sponsoring Agency: Office ofEducation (DHEW). Washington, EDRS Price - MF04/PCQ2 Plus Postage. D.C. Teacher Corps. LanguagerENGLISH\ EDRS Price - MF01/PC01 Plus Postage. Document Type: CLA5SROOM MATERIAL (050) Language: ENGLISH Journal Announcement: RIEJUL75 Document Type: CLASSROOM MATERIAL (050) This module Journal Announcement: RIEJUL75 providesreaders-with a comprehensive view of the historical development of education in Puerto Rico, The dialect of Englishas poken,by native Puerto Rican' including the present. Upon completion Spanish speakers is of this modUte, estensivel influencedby interference participants will be able to (a) describe from the speakers' significant native ,iguage. Since exposure to a historical developments of the educationsl system in Puerto language affects one's ability touse it, the speaker's Rico. (b) compare/contrast philosophical andstructural positionmight affecthis access to English and/or his differencesbetween island andmainland schools, and (c) willingness to speak it, and, therefore, his proficiency in analyze the relationship of Puerto Rico's collective "identity it. It is important for a teacher tobe aware of the crisis" to the Teaching of English on the island. The student conflicting linguistic features of Spanish andEnglishwhich completes a preassessment test, chooses tasks from a list of causedifficulty for a Puerto Rican child learning standard alternatives, and concludes the module With apostassessment English as his second language. (Thismoduleprovidesan test. (A five-item bibliography is included.) (PS) overview of interference Jr, morphological, syntactic, and lexical areas. A pretest and posttest are included, along with vt. a list of learning strategies and afour-item bibliography.) (Author/MJM) ED1033735P008979 ModularSequence: Puerto Rican Pupils in Mainland Schools, TTP 003.0e. Prejudice and the Puerto Rican. Teacher Corps Bilingual Project. ED103375 SP008981 Hartford Univ., West Hartford, Conn. Coll. of Education. Modular Sequence: Puerto Rican Pupils An Mainland Schools. 9p.; For related documents, see ED 095 128-143 and SP 008 TIP 003.0B. Puerto Rican Spanish. Teacher Corps Bilingual 975-987 Project. Sponsoring Agency: Office of Education (DHEW), Washington, Hartford Univ., West Hartford, Conn. Coll. of Education. D.C. Teacher Coroil 30p.; For related documents, see ED 095 128-143 and SP 008 EDRS Price - M1951/PC01 Plus Postage. 975-987 Language: ENGLISH Sponsoring Agency: Office of Education (DHEW). Washington, Document Type: CLASSROOM MATERIAL (050) O.C. Teacher Corps. Journal Announcement: RIEJUL75 EDRS Price - MF01/PCO2 Plus Postage. Thismodulepresentsan over few of the kinds of problems Language: ENGLISH Puerto Ricans encounter because of Orejudice. Upon completion Document Type: CLASSROOM MATERIAL-(050) of this module, participants will be able to (a) Journal Announcement: RIEJUL75 list and describe physical characteristics.of Puerto Ricanswhich scan Of the multitude of de elects which.exemplify the Spanish make them subject to prejudice and (b) identify results of language. Puerto Rican Spanish has suffered themost severe prejudice in terms of housing, jobs, education, ambitions and rejection by language purists and pseudolinguists. The need to goals, Puerto Rican attitudes toward Anglo! and blacks, and take a clear and open look at Spanidh spoken in Puerto Rico is Pyerto Rican values. Students complete a preassessment preeminent. test, It is the purpose of this module to clarify some choose tasks from a 11st of alternatives. and conclude the major points of controversy regarding Puerto Rican Spanishby 'odule with a pb-tassessment test. (An eight-item bibliography presenting anextensive discussion concerning the background included.) (Pd) and intent of tne language. A preassessment and a postassessment test are included: (Author/MJM) o
E0103374 SP008980
.223 DIALOG Filei: ERIC - 66-92/Mar (Item 331 of 637) User 9002 15apr82 1723
ED103372 SP008978 ED103370 95 SP008976 Modular Sequence: Puerto Rican Pupils in Mainland Schools. ModularSequence: Puerto Rican Pupils in Mainland Schdols. TTP 003.04,The Puerto Rican in Hartford.' Teacher Corps TTP 003.02. Migration Patterns of the Puerto Rican.Teacher Bilingual Project. Corps Bilingual Project. Hartford Univ.. West Hartford. Conn. Coll. of Education. Hartford Univ.. West Hartford, Conn. Coll. of Education. . 9p.; For related docUments. see ED 095 128-143 and SP 008 27p.; For related documents, see ED 095 i28 -143 and SP 008 975-987 975-987 Sponsoring Agency: Office of Education (DHEW). Washington. Sponsoring Agency: Office of Education (DHEW). Washington, D.C. Teacher Corps. D.C. Teacher Corps. EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PCO2 Plus.Postage. Language: ENGLISH Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIEJUL7B Journal Announcement: RIEJUL75 This module provides an overview of the life of the Puerto This module presents an overview of the background of Puerto Rican in Hartford. Connecticut. focusing on the issue of Ricanmigration to the U.S. and anexplanattbnof the employment in order to provideparticipants with a better migrant's current situation. Upon completion of this of module understanding Puerto Rican workers' occupational and the participant will be able to (a) describe the cultural economic reality. Upon completion of the module, participants roots of the migrants, (b) list reasons for the migration will be able to describe (a) living conditions of Puerto Rican after 1898, (c) characterize the migration since 1950, and (d) workers inrelationship tohousing, education, welfare. -explainhow Puerto Rican migration differs from that of other health. leadership. language, and recreation; (b) Puerto Rican migrant groups. The student completes a preassessment test, workers' view of their employer; (c) employer's view of Puerto reads the attachednarrativeentitled "The PuertoRican Rican and (d), workers; social services available to Puerto Migration," chooses tasks fnom a list of alternatives, Ricans and their and relationship to. employment. The student concludes the module with a postassessment test. (A 23-item completes a preassessment test, chooses' tasks from a list of bibliography is included.) (PB) alternatives, and concludes the module with apostassessment test. (PB)
ED103369 95 SP008975 ModularSequence: Puerto Rican Pupils in Mainland Schools. ED103371 SP008977 TTP 003.01. The Puerto Rican in Puerto Rico. Teacher Corps ModularSequence: Puerto Rican Pupils in Mainland Schools. Bilingual Project. TTP 003.03. Living Conditions in the U.S.: New York, Teacher Hartford Univ.. West Hartford. Conn. Coll. of Education. Corps Bilingual Project. 10p.; For related documents, see ED 095 128-143'and SP 008 Hartford Univ., West Hartford. Conn. Coll, of Education. 976-987 10p.: For related documents. see ED 095 128-143 and SP 008 Sponsoring Agency:Office of Education (DHEW). Washington. 975-987 D.C. Teacher Corps. Sponsoring Agency: Office of Education (DHEW). Washington, EDRS Price - MF01/PC01 Plus Postage. D.C. Teacher Corps. Language: ENGLISH EDRS Price - MF01/PC01 Plus Postage. Document Type: CLASSROOM MATERIAL (050) Language: ENGLISH Journal Announcement: RIEJUL75 Document Type: CLASSROOM MATERIAL (050) Thisnoduleprovides the participant with an overview of Journal Announcement: RIEJUL75 life and living conditions in Puerto Rico so thatas a teacher This moduleprovides the participant with an overview of he may better understand the lives of Puerto Rican childrenin living conditions of the Puerto Rican in New York, so that as mainland schools. Uponcompletionof this a module. the teacher he may better understand the conflicts and emerging participant will be able to (a) list major cultural forces in values of both parents and children nn thy' mainland. Upon the lives of Puerto Ricans on the island and (b) describe both completion of this module, the participant wiii be able to urbanand rural lifestyles on. the island. The student list and describe the advantages and disantages of living completes a preassessment test, chooses tasks from a list of conditions in New York as contrasted with life on the island. alternatives, and concludes the module with a postassessment The student completes a preassessment test. chooses tasks from test. (A 22-item bibliography is included.) (PB) a list of alternatives, and concludes the module' with a postassessment test. (A 17-1.tem bibliography 13 included.) (PB) DIALOG Filel: ERIC - 66-82/Mar (Item335 of637) User 9002 15apr82 1724
ED106254 SP009163 ED106252 SP009161 ModularSequence: Teaching Reading to Bilingual Learners. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.15; reading for English asa Second Language. Teacher TTP 002.15A: Materials forTeaching Reeding In Spanish. Corps Bilingual Project. Teacher Corps Bilingual PrOect. Melnick, Susan L. Rodriguez, Norma HartfordrUniv., West Hartford, Conn. Coll. of Education. Hartford Only., West Hartfcrd, Conn. Coll. of Education. 13p.; Forrelated documents, see ED 095 128-143, SP 008 13p.; For 975-987, SP 009 146-162; related documents, see ED 095 128-143, SP 008 Text printed on yellow paper and may ^' 975-9871 SP 009 146-160. not reproduce sharply 16/ and 163: Text printed on-yellow paper's d may not reproduce 'Sharply EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Language: ENGLISH a Document Type: CLASSROOM MATERIAL (050) Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIESEP75 'Journal Announcement: RIESEP75 This training module provides participants with a This module providesevaluationgutdelinesfor choosing theoretical overview of both process and skills of reading materials, andpractical training in designing second-language ,reading, aswell as practical classroom materials for teaching reading in Spanish. Upon completion of applications. Upon completion of the module, participants the module, shouldbe able to (a) participants should be able to (a), list 10 differentiate between three categories criteria that are used to evaluate books end materials of second-language readers, (b) explajn developmental reading ip the teaching of reading in Spanish, and be able touse them ,stages, (c) design a teaching activity to in combat evaluatingbooks andmaterials; (b) identify five reading native-language interference, (d) design a teaching activity materials appropriate to for a specific group of Puerto Rican Spanish- speakers the grade level participantsare based on teachingor plan to teach; (c) develop rt least one reading one or more of six specific approaches to reading instruction. material and one device to teach reading: and (e) design a teaching activity for advapced-level and (d) select One reading. readingseriesor material to be used with the first part of Participants complete a preassetsment test, choose tasks from this module cluster. a list of Participants completea preassessment. alternatives, and conclude the module_ with a test, choose postasse4gment test. (PB) tasks from a list of instructional activities, and conclude themodule with a postassessment test. (An appendix entitled "Preparacion de Cartelones" is included.) (PB) ED1062535P009162 ModularSequence: Teaching Reading lo Bilingual Learners.- TTP 002.155; An Annotated Bibliography of ReadingMaterials 'or Spanish-Speaking Students. Teacher Corps 511inguaV Project. k Rodriguez. Norma, Comp. Hartford Univ., West Hartford, Conn. Coll..of Education. ii0p.; For related documents, see ED 095 128-143, SP 008 975-987, SP 009 146-161 and.163; Text printed on yellow paper and moy not reproduce sharply EDRS Price - MF01/PC05 Plus Postage. Language: ENGLISH Document Type: BIBLIOGRAPhY (131) Journal Announcement: RIESEP75 The macority of thematerial cited in this annotated bibliography is in Spanish althoughbilingual and English materials are also included. Each annotation is presented both in English and in Spanish. The bibliography is part of a modular sequencefor teaching reading to bilingual learners. The bibliography cqvers the following areas: (a) generaltexts and children's books. (b) books for teachers: language arts, (c) social studies, (d) science books. (e) art books, (f) music books, ig) filmstrips, and (h) other audio-visual material. (PB)
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the vernacular: '(b) define an English as a ED106251 5P009160 Second Language (ESL) approach, a transitional bilingual approach, Modular Sequence: Teaching Reading to Bilingual Learners. and a balanced bilingual/bicultural approach; and (c) write a TTP 002.14; Methods for TerchingiReading in Spanish. Teacher Corps Bilingual Project. vernacular reading lesson including an affective,a cognitive, and a psychomotor Rodriguez, Norma objective. Participantscomplet a . preassessment test, choose tasks from a list of Instruct-1 nal Hartford Univ., West Hartford, Conn. Coll. of Education. _alternatives, and conclude the module with a postassess ent 35p..; For relateddocuments. see ,EDED 095 128-143. SP008 test. (PB) 975-987, SP 00 146-159 And 161-163; printed onyellow paper and may not reproduce sharply EDRS Price - MFOI/PCO2 Plus Postage. Language: ENGLISH cE0106249 SP009158 Document Type: CLASSROOM MATERIAL (iI50 ModulaFSequence: Teaching Reading to Bilingual Learners. Journal Announcement: RIESEP75 TTP 002.12; This Developing a Child-Centered Curriculum. Teacher teachingmodule is the first in clutter which will Corps Bilingual Project. familiarize participants with the most 1pmmonmethods and Cillizza, Jdteph: Devine, John M. materials used in teaching reading in Span sh."Uponcompletion Hartford Univ../West Hartford, Conn. Coll. of Education. of this modUle, participants should be able to (a)describe at 10p.; For least related documents see. ED 095 128-143, SP 008 two methods of teaching reading in Spanish, (b) apply 975-987, SP 009 146-157 and 159-163; the corresponding Text printed on yellow techniques of each of the ellipve to a paper and may not reproduce sharply teilch-ng-learn1ng situationl (c) identify the ad4iintages and EDRS Price - MF01/PC01 Plus Postage. disadvantages of two othermethods that may beused in Language: ENGLISH teaching reading in Spanish. and (d) teach a reading lesson. Document Type: CLASSROOM MATERIAL (050) Participants Complete a preassessMent test, chdose tasks from Journal Announcement: RIESEP75 a list of instructional activities, and conclude the module This teaching module-is designed to present guid lines with a postassessment test. Appendixes include an outline for for a daily developing a child-centered reading program. Parti ipants are lesson plan, and articles entitled "The Teaching of shownhow to utilize Reading,in Spanish," the information eevelope in previous and "On the Tegthing of Reading in modules in this sequence Spanish for the Follow-Through Program." (PB) in order to tructure a comprehensive, yet free and open. reading program. Emphasisis placed onthe childas decisionmaker And the teacher as structurer of alternatives. Upon completion of themodule, participantsshould ED106250 be able to develop an acceptable outline SP009159 for a hypothetical reading program which Involves Modular Sequence: synthesizing Teaching Reading to Bilingual Learners. previously developed module information. Participants TTP 002.13; Teaching Reading Affeutively/Effectfvely complete ina a preassessment test, choose tasks Bilingual Program. Teacher Corps Bilingual Project. from a list of alternatiyes: and conclude the module with a postassessment Colombani.- Serafina test. (PB) Hartford Univ., West Hartford, Conn. Coll..of Education. ,13p.; Fcr related documents, see Eb 095 128-143. SP 008 975-987, SP 009 146-158 and 160-163: Text printed on yellow paper and may not reproduce sharply EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIESEP75 The introduction to this teachingmodulestates that mounting researchevidencesupports the linguistic and academic benefits of early instruction through the vernacular, based on the premise that non-English speaking students who learn to read in the vernacular (andaccelerate their conceptual development in their mother tongue as they learn English) will not become academically retarded; they will in fact learn Englishmore efficiently and their feeling of "belonging" to the majority culture might be established. The purpose of this module is to enable participants to do the following: (a) identify theirfeelings out nonstandard dialects and discuss how teacher attitudes l'fect teaching in 4)
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E0106248 SP009157 . E0106246 SP009155 ModularSequence: Teaching Reading to Bilingual Learners. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.1t; The Informal ReadingInventory. Teacher Corps TTP 002.0e; Survey and Examination of Methods Bilingual Project. and Materiels for the TeachingreofReading in English. TeacherCorps C111liza. Joseph: Devine, John M. Bilingual Project. Hartford Univ., West Martford, Conn. Coll. of Education. Cilllzza, Joseph; Devine. John M. . 12p.; For related documents. see ED 095 128-143. SP 008 Hartford Univ.. West Hartford. Conn. Coll. of Education. 975-987, SP 009 146-156 and 158-163; Text printed on yellow . 12p.; For related documents. see ED 095 128-143, SP 008 . paper and may not reproduce sharply 975-987, SP 009 146-154 and 156-163: Text printed on yellow EORS Price - MF01/PC01 Plus Postage. paper and may not reproduce sharply ' Language: ENGLISH EORS Price -'01F01/PC01 Plus Postage. Document Type: CLASSROOM MATERIAL (050) Language: ENGLISH Journal Announcement: RIESEP75 Document Type: CLASSROOM MATERIAL (050) The introductionof this teachingmodulestates that Journal Announcement: RIESEP75 successful construction and implementation of a reading The purpose of this teaching module is to examini curriculum which materlail meets and satisfies the growth potential of and methods in the area of reading instruction. Upon individual students depends on the teacher's ability to assess `completion of the module, partiCipants should be able to (a) individual needs. The Individual Reading Inventory (IRI) explain6.4 give an example of a published program for seven provides a diagnostic framework for integrating and approaches to beginning reading, (b) evaluate four pvblished synthesizing previous modules into cohesive readingprograms. reading programs, and (c) state which approach they feell would, The pupose of this module is to enable participants to (a) be most successful... with bilingual students and why. define the four reading levels that 'the IRI measures: and (b) Participants complete a preassessment test,choose tasks from analyze the readingbehavior of studentsbaledon the a list of alternatives, andconclude the module with a informational yield of an IRI, and determine at what level the postassessment test. (PB) students function. Participants complete a preassessment test. choose tasks from a list of alternatives, andconclude the module with a poste ,vssment test. (PB)
c. E0106247 SP009156 Nodular Sequence:" Teaching Reading to Bilingual Learners. TTP 002.10.; Developing ReadingStudy ,Skill in GradeK-6. Teacher Corps Bilingual Project. Cillizza, Joseph; Oey)ne. John M. ( Hartford Univ.. West Nartford. Conn. Coll. of Education. lip.: for related documents, see ED 095 128-143. SP 008 975 -987. 1.SP 009 146-155 and 157-163; Text printed on yellow paper and may not reproduce sharply . EORS Price - MF01/PC01 Plus Postage. Language: ENGLISH Docuftent Type: CLASSROOM MATERIAL (050) Journal Announcement: RIESEP75 I Thieteaching module concerns acquisition of reading-study (1.s., work-type reading) skills in grades K-6. Such skills include locating information. evaluating'material, organizing and summarizing data, returning essentials of what is read, andflexibility (adjusting rate to purpose). Upon completion of this module, participants shouldbe able to (a) successfullyanswer the questions which follow a selected article in order to demonstrate theirapplication of study skills. and (b) successfully identify study skills necessary fc- completing the above activi y. Participantscomplete a preasseasment test, choose taks from a list of alternatives. and conclude the module with a po tassessment test. (PB) I' 4C- . i DIALOG Filet: ERIC - 66-82/Mar (Item344 of 637) User 9002 15apr82 1727
ED106245 SPC09154 ED106243SP009152 Modular_ Sequence: Teaching Reading to Bilingual Learnes^s, ModularSequence: Teaching Reading to Bilingual Learners. TTP 002.08; Developing Comprehension and Critical Thinking TTP 002.00: Introduction to Structural Analysis. TeacherCorps Skills (K-0). Teacher Corps Bilingual Project. Bilingual Project. Cillizza, Joseph: Devine, John M. Cillizza. Joseph; Devine, John M. Hartford Univ.. West Hartford, Conn. Coll. of Education. Hartford Univ.. West Hartford, Conn. Coll. of Education. 16p.: For related documents, see ED 095 128-143. SP 008 15p.: For related documents, see ED 095 128-143, 975-987. SP 009 146-153 and 155 -163; SP008 Text printed on yellow 975-987, SP 009 146-151. and 153 -163; Text printed on yellow paper and may not reproduce sharply paper and may not'reproduce sharply EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH' Language: ENGLISH Document Type: CLASSRODM MATERIAL (050) Document Type: CLASSRDDM MATERIAL (050) Journal Announcement: RIESEP75 Journal Announcement: RIESEP75 The purpose of this teaching module is to enable The intent of this teaching module is to present participants to structural demonstrate and apply their knowledge of word analysis °information to participants comprehension and critical so they can be thinking skills, using the effective teachers of reading. The module attempts to prepare Watson-Glaser Test of Cr'tical ThinkingAbility. Critical participants to develop and utilize teacher-prepared materials thinking is defined as an attitude of thoughtful consideration dealing withstructural analysis. or the problems and subjects Upon completion of this thaf comewithin one's module, participants should be able to (a) syllabicatea given experience, knowledge of the methods of logical inquiry and list of words, (b) properly accent a given list of words, reasoning (c) usedto deal with such problems and subjects,and identify the prefixes and suffixes in a given list of words, skill in applying such methods. Skill in making evaluative and (d) state and apply a syllabic generalization, and (e) state critical decisions bec . especially important because of andapply an accent generalization. mass media influence on pu lic opinion. Participants complete a Participants take the preassessment test, choose tasks from a list of alternatives, Watson-Glaser Test as a pr assessment,choose activities from and conclude the module with a postassessment test. (PB) a list of alternati es, and retake the test as a postassessment. (PB)
ED106242 SP009151 Modular .Sequence: Teaching, Reading to Bilingual Learners. ED106244SP009153 TTP 002.05; Introduction to Phonics. Teacher Corps Bilingual ModularSequence: Teaching Reading to Bilingual Learners. Project. TIP 002.07; Developingand Extending anEnglishReading Cillizza, Joseph: Devine, John M. Vocabulary (K-0). Teacher Corps Bilingual Project. Hartford Unlv., West Hartford, Conn. Coll. of Education. Cillizza. Joseph; Devine. John M. - 30p.; For related documents, see ED 095 128-143, Hartford Univ.. West Hartford, Conn. Coll. of Education. SP 008 975-987, SP 009 146-150 and 152-163; Text printed onyellow 11p.: For a related documents, see ED 095 128-143, SP 008 paper and may not reproduce sLarply 975-987, SP 009 146-152 and 154-153:Text printed onyellow EDRS Price - MF01/PCO2 Plus Postage. paper and may not reproduce sharply Language: ENGLISH EDRS Price - MF01/PC01 Plus Postage. Document Type: CLASSROOM MATERIAL (050) - Language: ENGLISH Journal Announcement: ?RIESEP75 Document Type: CLASSROOM MATERIAL (050) This teaching modulepresents a systematic development of Journal Announcement: RIESEP75 phonic information and generalizations that are applicable This teachingmodule to concerns vocabulary as it relates to the decodingprocess. Upon completion of this module, reading comprehension. Development of anextensive and participants should be able to (a) apply phonic information in accuratereadingvocabulary is deemed essential for good decoding a list of words, and (b) identify specificphonic comprehension. While most children have little troublewith components. Participants completr a preassessment test, choose concepts andvocabulary necessary for beginningreading tasks from a list of learning activities, and conclude the (unless they speak a language which'is notof the dominant module with a postassessment test. (P8) culture), they may have trouble with meaning, starting at about the third grade. Upon completion of the teaching module, participants should be able to develop at leastfive methods or formats for teaching a vocabulary list of 20 words. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB) DIALOG Filet: ERIC - 66-82/Mar (Item 348 of 637) User 9002 15apr82 1728
008 975-987. and SP 009 146. 147. '149-163; Text printed on ED10624i SP009150 yellow paper and may not reproduce sharply Modular Sequence:" Teaching Reading to Bilingual Learners. EDRS Price - MFO1 /PCO2 Plus Postage. TTP 002.04; Reading Readiness. Teacher CorpsBilingual Language: ENGLISH Project. Document Type: CLASSROOM MATERIAL (050) Cillizza, Joseph; Devine. John M. Journal Announcement: RIESEP75 'Hartford Univ., West Hartford. Conn. Coll. of Education. This teachingmodule offers participant.) .therequisite 1974 13p.; For related documents see ED 095 128-143. SP skills and professional perspective to determine the language 008 975-987, SP 009 146-149 and 151-163; Text printedon dominance of Spanish-language-origin students. Upon completion yellow paper and may uot reprod0 e sharply _of this module, participants should be able to (a) identify , EDRS Price - MF01/PC01 Plus P tage. and describe an example of at least threetechniques for Language: 'ENGLISH determinlng the language dominance of Spanish-language-origin Document Type: CLASSROOM MATE IAL (050) students. (b) list at least one important disadvantage andone Journal Announcement: RIESEP 5 important advantage for each of the three techniques selected. This teaching. moduledeals with reading readiness. Upon and (c) appropriately administer and interpret the results for completion of the module, participants should be able'to (a) each of the selected techniques so as to effectively and assess readiness reeds. (b) list the components of readiness. efficiently determine the language dominance of (c) devise a readiness program for individuals, and (d) Spanish-language-origin students in the primary grades. determine special readiness needs of thedyslexic child. Participants complete a prea "sessment test, Participants complete choose tasks from a preassessmenttest and learning a list of learning activities, and conclude the module with a activities, and conclude themodule with a postassessment postassessment test. (Anexcerpt from "TESOL test. (PB) Quarterly" entitled "A.Methodfor Dote,-miningand Depicting Language Dominance." an article entitled "The Why's and Ways of Testing Bilinguality before Teaching Bilingually," and a bibliograOy are included.) (PB) ED106240SP009149 Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.03; What Is Reading? Teacher Corps Bilingual Project. Cillizza. Joseph; Devine, John M. Hartford Univ., West Hartford. Conn. Coll. of Education. 1974 12p.; For related documents, see ED 095 128-143. Sp 008 975-987. SP 009 146-148 and 150-163; Text printed on yellow paper and may not reproduce sharply EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: CLASSROOM MATERIAL (d50) Journal Announcement: RIESEP75 Upon completionof this teachingmodule on reading. participants shouldbeable to (a) define the process of reading. (b) define reading readiness. (c) describe the sight method;of teaching. (d) list steps in the teaching of reading. (e) delineate one modification In an existing school reading program which can improve it, and (f) translate themodule information into a viable form for teaching a child to read. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (P8)
E0106239SP009148 Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.02; Techniques for Determining Language Dominance. Teacher Corps Bilingual Project. Zirkel, Perry A. Hartford Univ., West Hartford, Conn. Coll. of Education. 1974 41p.; For related documents, see ED 095 128-143. SP \ . DIALOG Filsi: ERIC- 66-82/Mar (Item 351 of 637) User 9002 15apr82 1729
practical clinical applications, ED106238 SP009147 audio-visual materials, interaction with resource peopledind peers, and consultation Modular Sequence: Teaching Reading to Bilingual Learners. TIP 002.01; of cross-referenced materials. An extensive bibliography is Reading fortheSpanish-Speaking Child: An included. (P8) Overview. Teacher Corps Bilingual Project. Moylan. Maria; And Others ' Hartford Univ.. West Hartford, Conn. Coll.of Education. 1974 48p..; For related documents, sea ED 095 128-143, SP E0090181 95 SP007910 008 975-987, SP 009 146 and 148-163; Text printed onyellow Module Cluster: CSC-011.00 (GS: Public ServiceI. paper and may not'reproduce sharply Mason, Sandra L. MRS Price - MF01/PCO2 Plus Postage. Glassboro State Coll., N.J. Language: ENGLISH 1973 15p.4 For related documents, see SP 007 907-909. Document Type: CLASSROOM MATERIAL (050) 911-913, 915:918, 920. 921, and 933 Journal Announcement: RIESEP75 Sponsoring Agency: Office of Education (OHEW), Washington, This teaching module is an overview which, together with the O.C. modular sequence that follows, is designed to enable EMS Price - MF01/PC01 Plus Postage. participants to make an informed choice as to theappropriate Language: ENGLISH approach for teaching' reading to Spanish-speaking students. Journal Announcement: RIEAUG74 Upon completion of this module, participants shouldbe able to The purpose of this module cluster, (a) discuss designed for the Camden, current' English . reading. prqgrams for Teacher'Corps-projecte is to increase thestudent's ('intern's) Spanish-speaking _students, (b) identify comronents, of the understanding and skills withregard 'to his role in the vernacular approach to teaching reading, (c) explain and community. Itsobjectives evaluate the are to prepare the ,student to a) rationale and resea,ch for thevernacular identify the characteristics of the community in approach to teaching reading, which he will and (d) describetentet'vu be workingand b) to be outlinei' of the reading program which involved in community service, seems most.feasible for projects. There are eight modules in Spanish-speaking students in this cluster: the participant'sown school IntroductiontoCommunity Services; situation. Participants The School System; also complete a preassessment test, Government. Politics and Law Enforcement; Provisions for choose tasks from a list of learning activities, and conclude the module with a postassessment test. Special Groups; Consumer Education: Housing; Health; and Drug (Readings entitled "An Abuse. For each module, objective, prerequisite, Overview of the Vernacular Approach to Teaching Reading to preassessment, instructional ant1vities, postassessment and Spanish-SpeakingStudents," "Region I Literacy Lesson: A remediation are specified. (JA) Bilingual Reading and Writing System for Speakers of Spanish as a First or Second Language." "Development of Pre-Reading Skills in aSecond Languageor Dialect." and "Bilingual Reading for Speakers of Spanish" are included.) (PS)
ED106237 SP009146 Nodular Sequence: TeachingReadingtoSpanish-Speaking Students. Instructor's Guide. Teacher Corps Bilingual Project. Hartford Univ., West Hartford, Conn. Coll. of Education. .1974 15p.: For related documents, see ED 095 128-143, P '008 975-987 and SP 009 147-163; Text printed on yellow paper and may not reproduce sharply EDRS Price - MF01/PC01 Plus Poatbge., Language: ENGLISH ,Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIESEP75 This instructor's guide states that theobjective of this modularsequence is to provide teachers with an awareness of the methodsand materials, usedfor teaching reading to Spanish-speakingstudents. The guide explains that there are ?' 117 modules in the sequence and that participantsshouldbe 'able to arrive at a practical understanding of major concepts concerning the teaching of reading 4hrough selectedreadings. options to develop their own instructional activities,
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Module E0090183 SP007912 Cluster: IFE-003.00 (GSC) Analysisof Selected Educational Issues. Module Cluster: IFE - 001.00 (GSC) Basic Terminology and Zahn, R. D. Analysis of Writings Concerned with EducationalIssues. Glassboro State Coll., N.J. Zahn, R. D. 1973 13p.; For related documents: seeSP 007 907-912, Glailsboro State Coll., N.J. 915-918, 920, 921. and 933 1973 13p.: See related documents 5P007907-911. SP007913, Sponsoring Agency: Office of Education (DREW), Washington, SP007915-916. SP007920-921. and SP007933, D.C. Sponsoring Agency: Office of Education4(DHEW). Washington. 1 D.C. EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH EDRS Price - MF01/PC01 Plus Postdge. Journal Announcement: RIEAUG74 Language: ENGLISH This module is one Journal Announcement: RIEAUG74 of several designedfor the Camden Teacher Corpsproject. The general objectives of the module This document is one of the module clustersdeveloped for are a) to develop or the Camden Teacher Corps project. increase the student's awareness of The purpose of this module selected, abiding issues related to cluster is to enable students to education facing New defineanduse basic Jersey andothe nation; b) to develop the student's .terminology in the discussionand analysis of educational thinking and analysis. as they relate to the issues; and c) issues, to use various approaches in studyingan issue, and to to provide both cognitive and emotional "relevance." The modulecluster apply critical analysis skills to writtenand spoken data and assumes that the student will. points in the future, play an active of view concerning educationdl issues. The following role both as teacher and citizen. modules are grouped in'this cluster: The modules in this cluster a) Definition of Terms, include Control and Financing of Education, b)What is an Educational Issue? c) Examining an Issue, Future Control and d) Financing of Education in New Jersey. Relevance in Educative'. Critical 'Analysis of Educational Writings, e) Critical Equalization of EdUcational Opportunity, andAccountability. An vets of Goal Statements, and f) Educational Policy. For each module. For each module the object/ve, prerequisite, preaseeasment. objectives, prerequisite, preassessment, Instructional activities, instructional postassessment and remedies ionare activities, postassessment. and remediation specified. (JA) activities are stated. (JA)
ED097296 95 SP008454 ED090182SP007911 Module Cluster: Introduction to Behavioral Objectives.TTP Nodule Cluster: IFE - 002.00 (GSC) EducationalPolicy. 002.00 (GSC), Zahn. R. D. Brent. George; Zimmerman, Donald Glassboro State Coll., N.J. Glassboro State Coll., N.J. 1973 13p.; See realted documents SP007907-.910. 1972 6p.; For related documents, see ED 090 178-168, 190. 5P007912-913, SP007915-918, SP007920-921, and SP007933 191, and 202 and SP 008 155 and 456 Sponsoring Agency: Office of Education (PHEW), Washington, D C. Sponsoring Agency: office of Education (DREW), Washington, D.C. Teacher Corps. EDRS Price - MF01/PC01 Plus Postage, EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Language: ENGLISH, Journal Announcament RIEAUG74 Document Type: CLASSROOM MATERIAL (050) This document is one of several module clusters developed Journal Announcement: RIefEB75 for the Camdeb Teacher Corps project. This module cluster is This module cluster was prepared for the Seventh Cycle designed toenable students to have experiencewith and Teacher Corps Program at Glassboro State College. The purpose develop skills in writingeducational policy, anticipating of the module cluster is to enable problemsrelatideJlto studerits to qeable to the implementation of the policy, and identifyand writebehavioral planning possible actions or strategies the teacher mightiuse. objectives. There are no prerequisites for the cluster. The two modules which form the The following modules are contained within thiscluster: a) cluster are: (a) WrItimg Educational Identifying Behavioral Objectives and (b) Policy, b) Policy Presentation Writing Behavioral.Objectives. Each module Preparation, c) Policy Presentation, d) Defense of Policy, contains; (a) the and objective of the module, (b) prerequisites forthe module, (c) e) School Board Policy Decision. For each module, objectives, pre - and prerequisites. post-assie-ament pro edures. (d) instructional preassessment, instructional tlictivities, activities, and (a) remediation a tivities. (HMD) postassessment and remediation activities are stated. (JA)
E009018495. SP007913 9
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Examining Materials for Developing Word Recognition Skills, g) ED090179 95 SP007908 Observation of Word Recognition Instruction, h) Teaching Word Cluster: Module RTE-001.00 (GSC) Advanced Teaching of Recognition Skills, 1) Examining Comprehension Materials, j) Reading, Observation of Comprehension Instruction, and k) Teaching Brown, Estelle Comprehension Skills. For eachmodule, the objective, Glassboro State Coll., N.J. prerequisite, preassessment, initructional activities, 1973 23p.; For related documents, see SP 007 907, 909-913, postassessment, and remediation are specified. (JA) 915-918, 920, 921, and 933 Sponsoring Agency: Office of Education (DHEW), Washington, D.C. I EDRS Price - MF0i/PC01 Plus Postage. E0096187 SP007917 Language: ENGLISH Module Cluster: TTP - 0012.00 (GSC) Reinforcement Principles Journal Announcement: RIEAUG74 foe' Elementary Classroom Use. Several module clusterswere developed at Glassboro State Brent, George College as the result of involvement in the CamdenTeacher Glassboro State Coll., N.J. Corps project. Theclustersare theprimarymode of 1973 39p.; See related documents SP007907-913, instruction in this competency-based teacher education SP007915-916, 5P007918, SP007920-921, and SP007933 program. Many of these modules are based on a list of teacher Sponsoring Agency: Office of Education (DHEW). Washington, competencies developed by members of the Elementary Education D.C. Oepartment at Glassboro State. The list representskthe core EDRS Price - MF01/PCO2 Plus Postage. competenciesand is intended to be representative of 'a Language: ENGLISH behavioral approach to teaching. All of the modules necify Journal Announcement: RIEAUG74 competencies and describe a scenario for self-paced learning This module cluster is one of several developed for the in a field-oriented setting. The purpose of the module cluster Camden Teacher Corps project. The general objectives are to whichcomprises this document is to develop knowledge and enable students to a) define basic operant terms, b) state teaching strengths in several reading instructional areas: basic operant principles, c) read operant measurement charts, reading readiness, beginningreading experiences, word and d) use operant principles and measurement in elementary recognition, compreheheion, and general elementary reading classrooms with both social and academic behaviors. The module instructional practices. For each of these instructional areas cluster is designed to be used by students in cooperation with the student is 'to required define the reading skill area, the instruction. Each module is divided into the following analyze the reading skills which characterize the mastery of sections: statement of objective, prerequisite, preassessment, the reading instructional area, examine materials related to instructional activities, postassessment, and remediation. the area, observe.an experienced teacher developing skill in a (Lists of related books. journals, films. and programs are specified area, and teach skills whichare part of each appended.) (JA) reading instructional area. (DDO)
ED09018095SP007909 ModuleCluster: RTE-002.00 (GSC) Advanced Teaching of Reading Laboratory Manual. Brown, Estelle Glassboro State Coll., N.J. 1973 34p.; For related documents, see SP 007 907, 908, 910-913, 915-918, 920. 921, and 933 Sponsoring Agency: Office of Education (DHEW), Washington., O.C. EDRS Price - MF01/PCO2 Plus Postage. Language: ENGLISH Journal Announcement: RIEAUG74 The following modules are contained in this modulecluster on theadvanced teaching of reading developed for the CaMden Teacher Corps project: a) ExaminingReadinessMaterials, Observation of Readiness Programs and Practices, b) Teaching a Reading Readiness Lesson, c) Examining Materials for Beginning Readirg Instruction, d) Observationof Beginning Reading Instruction, e) Teaching aBeginning Reading Lesson. f)
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ED110445 95 SP009438 this cluster: a) Rise of Urbanism and the Natureand Growth of Cities; b) Urban Problems in a Geographic Context; c) Module Cluster: TTP-005.00 (GSC). Applied Behavior Analysis External Relations and Internal Structure of Cities; d) Techniques of Principles. Urban Analysis: Brent, George; And Others e) Comparative Study of American and Foreign Cities; f) Instituting Change In the Urban Environment;g) New Glassboro State Coll., N.J. Towns and Future Regional.Development; 1975 39p. and h) Application of Principles of Urban Geography: Planning en Urban Environment. Sponsoring Agency: Office of Education (DHEW), Washington, For each module D.C. Teacher Corps. objectives, prerequisites, preassessment, instructional EDRS Price - MFOI/PCO2 Plus Postage., activities, postassessment, and remediation Language: ENGLISH activities are stated. (JA) Document Typi CLASSROOM MATERIAL (050) Journal Announcement: RIEDEC75 This module cluster enables (a;students to operationally ED027836 EA002093 define various classroom behaviors; (b) define and utilize behavioral Monitoring the Urban Education Front. principles; and (c) correctly' employ measurement Redfern, George B. methods which facilitate informationgathering; monitoring, Feb 1969 18p.; Paper presented at the Annual Meeting of and management of acelemicand/or "problem"' classroom the Amer. Assn. of School Admin. (101st, AtlanticCity, N.J., behaviors. It contains modules in the followingten areas' (a) Feb. 15-19, 1969). operationally defining behavior, (b) defining operant terms, EDRS Price - MFOI/PC01 Plus Postage. '(c) basic operant principles, (d) analysis of behavior in Language: ENGLISH operant terms, (e) operant measurement techniques, (f) Journal Announcement: RIEAUG69 specifying the situation in which measurement takesplace, (g) Big-city administrators face a multitude of problemsfalling measurement of a- discrete response, (h) measurement of a under three general headingsfinance, discontent, and continuous behavior, (1) examples of operant studies, and (j) modification of educational programs. Factors contributing to the financial social behavior (or inappropriate behavior). problems in Each big cities include (I) the decline In the module isbroken down into (a) objective, (b) prerequisite, (c) proportion of manufacturing employmentcompared to that of pre-assessment, (d) uniform instructional suburban areas, (2) activities, (e) decreases in taxable assessed valuation, supplementary instructional activities, (f) and (3), the failure of.State and Federal aid post-assessment, and (g) remediation. Many 8f the modules to equalizethe maldistribution of local available resources. Discontent is include behavioral examples which have been carefullyselected evidenced by teacher militancy, to reflect the kinds of r,roblems teachers frequently parent alienation from the report as.. power structure of the system, and student activists rebelling warranting "modification." (MK) against authority. One writer argues that the trouble with much of the education of disadvantaged childrenis that it is not quality education. Compensatory education has been an attempt to correct this situation, ED090188SP007918 but withonly marginal success. There has been an abundance of programs, Module Cluster; UG - 00t.00 (GSC) Urban Geography. projects, Currier, Wade R. and processes introduced to improve urbaneducation, including Head Start, Upie-;r1 Bound, Glassboro State Coll., N.O. the Teachers Corps, Central Cities Projects (CCP), and many others. 1973 16p.; See Under the auspices of CCP related documents SP007907 -913, both old and new programs are being used to improve 5P007915-917, 5P007920-921, and'5P007933 inner-city education in such cities as Syracuse,Seattle, Los Sponsoring Agency: Office of Education (MEW), Washington, Angeles, D.C. Milwaukee, San Diego, Memphis, and New Orleans.(NW) EDRS Price - MFOI/PC01 Plus Postage. Language: ENGLISH Journal Announcement: RIEAUG74 This is one of several module clusters developed for the Camden Teacher Corps project. This module cluster is deaigned to introduce students to urban studies through the application of a geographic approach. Although geography shares withother social sciences many concepts and methods, it has contributed a distinctive set of viewpoints and auniquespatial focus. Understanding these approaches, achievinga competence in several techniquesof urbananalysis, and gaining some experience In applying the principles learned comprise the general objectives of this cluster. Thereare eight modules in DIALOG Filet: ERIC - 66-82/Mar (Item 364 of 637) User 9002 15apr82 1733
EDRS Price - MF01/PCO2 Plus Postage. ED09822895 SP008587 Language: ENGLISH Multicultural Education Through Competency-Based Teacher Document Type: BIBLIOGRAPHY (131) taxation. Journal Announcement: RIEJAN78 Hunter. William A.. Ed. The selectiveannotatedbibliography, lists over American Association of 200 Colleges for Teacher Education, materials for teaching ethnic and multicultural studies in WashingtOn. D.C. grades K through 12. The materials were published after 1974 283p. the mid ,1960s. Special consideration was given to materials that Sponsoring Agency: Offi,cel of Education (DHEW). Washington, D.C. Teacher Corps.____/ emphasizw group values, social institutions such as the family and child rearing, and other topics such as community and Available frqm:--AMerican Association of Colleges for Teacher work. The materialsare arranged in 12 categories. Ten of Education. Suite 610. One Dupont Circle. N.W., Washington, these are organizedaroundspecilic ethnic groups: Black D.C. 20036 (No price quoted) Americans, Chinese and other Asian Americans, Eastern EDRS Price - MFO1 /PC12 Plus Postage. European Americans. Italian Americihs, Japanese Americans. Jewish Language: ENGLISH Americans. Mexican Americans. Native Americans. North Document Type: BOOK (010) European Americans, andPuerto RicanAmericans. The Journal Announcement: RIEMAR75 other two categories aremore general. Thesematerialsrelate This publication is the to result of a Multicultural prejudice and discriminttion, and to explicit multiethnic, Education /Competency Based Teacher Education (MLCBTE) project multicultural themes. which. Each entry is coded to reflect type of among other objectives. sought to bring together the material andappropriate audience. findings of separate studies, projects. Student resourcesare and research ef' ^ts. definedby reading and conceptual levels; teacher resources The project proposed to take a broader approach to the, m..all are definedby intent of the material: and curriculum problem of qualityeducation by seeking to identify generic materials are defined by grade level, The entries also provide concerns and needs common to all etnnicgroups and diverse Information on author, title. pyll.isher, date, and a critical cultural situations. The project at the same. time sought to annotation of paragraph length. (Author/AV) identify those needs felt to be unique or morerelevant to certain cultural circumstances and situations than others. Part1 of this document is in the form of a prologue: it is entitled"Antecedents to Developments of and Emphasis on Multicultural Education.` Parts 2-5 werewrittenby four educators and/or teams from the black American, Spanish- speakingAmerican. and native American academic communitieswho were invited to contribute. Part 2 treats teacher competencies from the perspective of the black American epducator. Part 3 treats teacher competencies from the Spanish-sp ekingeducator'sperspective (including views of Puerto Ri n Americans. ChicanoAmericans. and Cuban Americans). Part # treats teacher ompetenciesfrom the perspectiveof th native Ameri recognizing the divergencies of views among the ne y 300 tribal groups. Part 5 seeks to identify teacher co tencles common to all groups ac well as those recognized the general society as evidence of accepted requirements anstandards. (Editor/JA)
ED143563 95 50010168 MUlticultural Education: Afunctional Bibliography for Teachers. Gold. Milton J., Ed.; Grant. Carl A., Ed. Nebraska Univ.. Omaha. Center for Urban Education. 1977 46p ;For related documents, see 50 010 213-214 Sponsoring Agency: Office of Education (OHEW). Washington, D.C. Teacher Corps. Contract NO.: 300-76-0228 Available from: Center for Urban Education. 3805 North 16th Street, Omaha. Nebraska 68110 ($0.75, paper cover)
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elementary level in music: c) to enable interns to translate E0093841 95 SP008209 Written music notation of elementary difficulty into Musicfor song: d) Elementary Teachers; Self-Help Guide (MUS 370). to acquaint interns with methods andmaterials Adams State College. utilized in elementary music instruction: and e)to enable interns to use Stokes. Cloyce many of the traditional instruments in elementarymusic Adame State Coll. of Colorado. Alamosa. education, i.e., aetoharp,, tone bells, and rhythm instruments. .1973 62p.; Paper prepared ilr theAdams StateCollege Listedarecompetency goal statements, Teacher prerequisites, and Program; For related documents, see SP 008 208 resources. The package Is divided into the following modules: and 21 -215 Pitch: TempoandDuration: Sharps -- Flats= -Key Signatures: Sponsoring Agency. Office of Education (DHEW), Washington. Pitch and Duration Simultaneously: Dots After Notes; D.0 Teaching Rote Songs: Use of Rhythm Instruments: Tone Bells: Grant No.: DEG-0-73-1039(715) Autoharp: and the Realities of the Arts to Primary Children. Eachmodule Available from: Adams State College. Alamosa,Colorado 81101 lists time, objectives, (No price quoted) and enabling activities and describes evaluation. There la a criteria checklist after each module ECIRS Price -.MFOi Plus Postage. PC Not Available from EDRS. for the cooperating teacher, team leader. andon-site Language: ENGLISH instructor. (JA) Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIENOV74 This self-help guide for the music teacher is one of a series of eight Teacher Education Modules developed byAdams E0091368 95 SP008041 State College Teacher Corps Program. The guide itself cqnsists Mutt's' Involvement Review Activity (MIRA) for of '11 modules, the first five of which focus on the Competence-Based Teacher Education (CBTE) . mathematical and scientific aspects of music--pitch, tempo, Darcy, C. Michael: And Others furation, time, and key. These five modules are accompanied by New York State Education Dept., Albany. simple exercises for the teacher to practice. The remaining Feb 1974 26p. modules are devoted to teaching music to children of primary Sponsoring Agency: Office of Education (OHEW). Washington, school age. They are entitled a) "Teaching Rote Songs:" b) D.C. Teacher Corps. "Teaching Listening Lessons," c) "Rhythm Instruments," d) MRS Price - MF01/PCO2 Plus Postage. "Tone Bells," e) "The Autoharp," and f) "The Realities of the Language: ENGLISH Arts to Primary Children." The entire guide is aimed at the Document Type: PROJECT DESCRIPTION (141) primary teacher whether' or not she or he has "musical talent." Journal Announcement: RIESE074 (HMD) This paper describes the Mutual Involvement Review Activity (MIRA) procedure for helping teacher education institutionsto restructure theirprograms in the competency mode. This procedure is a device for organizingthe use of a consultant ED093847 95 SP008215 team to cov r all areas involved in the introduction, Music forElementary Teachers, Competency-Based Approach. development, and operation of e new mode of teacher traihing. Adams State College. Designed to reflect a competency -based teacher education Stokes, Cloyce: And Others (CBTE) projec as seen by others experienced in 4he field, the Adams State Coll. of Colorado, Alamosa. formatcons] ta of questions on the following topics: a) .1973 54p.; Paper prepared for the Adams State College structure for BT . b) project governance, c) financial Teacioer Corps Program: For related documents, see SP 008 resources, d)\I"---.\ p gramalopmeet. and e) management plan. The 208-214 questions are used as a guide for discussion with people from Sponsoring Agency: Office of Education'(OHEW). Washington. various role gioups, such as college administratorn. college D.C. professors of education, school district administrators, Grant No.: DEG-0-73-1039(7'5) and teacher representatives. Within three weeks following the 4vailable from: Adams State College. Alamosa. Colorado 81101 discussions, the MIRA consulting team will write a report for (No price quoted) the professional use of MIRA and project members. (PD) EDRS Price - MFO1 Plus Postage. PC No vailable from MRS. Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) Journal Announcement: R1ENDV74 This is one of a series of eight Teacher ducation Modules developed by Adams State College Teacher Cop a Program. The goals of this module package are listedasfollows: a) to -introduce the intern to music for elementary school children: b) to enable interns to develop knowledge and skills of an DIALOG Filet: ERIC - 66-82/Mar (Item369 of 63'; User 9002 15apr82 1735
childhood in Indian E0041824 sp004065 communities; ond..HEit.andstate f/rponsibititfel to'Indian education. (KM) National Teacher Corps; Second Cycle Report. 1987-1999. Beck. doh4 M.; Black. Timuel Chicago COnsortium of Colleges and Universities.Ill. 1969 52p. E0078993RC007102 Sponsoring Agency: Teachers Corps. BEPD. Native American Teacher Corps Conference (Denver, EDRS Price - MF01 Plus Postage. PC Not Available Colorado. from EDRS. April 2f1-29. 1973). Position Papers, Volume Language: ENGLISH 1. - Heywood. Stanlf/ J.; And Others JournaliAnnouncement: RIEDEC70 Eastern Montana Coll.. Billings. This document reports the second cycle TeacherCorps program 29 Apr 1973 In Chicago. 193p.: Position papers presented at Native which was designed to prepare elementary teachers AmericanTeacher for the inner-city schools. Corps Conference, Denver (Colorado. April An introductory section lists 26-29. 1973); Related document is RC007103 program objectives.. which emphasized improvement of education EDRS Price - MF0i/PC08 Plus Po of the age. disadvantagedand schobl-community involvement of Language: ENGLISH corpsmen. Formal and informal evaluation and research related Journal Announcement: RIENOV73 to the program and innovations introduced into the :mcond The first of 3 volumes of position papers cycleare described. The Teacher Corps program's impact on presented at the first NativeAmerican 'Teacher CorpsConference educational programs of the consortium (Oenyer. institutions is Colorado; April 26-29. 1973) presents 8 position papers ar' 3 -discussed. Community involvement activities of team leaders addresses. The content is: (1) addresses: (2) on Indian's/ and interns in the various neighborhoods wheretheir schools education; were located (3) cultureandeducation; (4) theoretical aresummarized. Tne role of the intern in the construct of school is traced including his the ideal school system for American involvement in an inservice Indiens...K-Life; (5) program of developing a Native American Studies observation. individual and small group Program; (6)- Indian health professionals; (7) instruction. andgradual value conflicts progression, to full teaching as a cause for dropouts: (8) the role of responsibility--as an extern in communications in the second year. Indian life; and' (9) Teacher Corps: a model for training Recommendations for change in the program are listed. Appended teachers. (FF) are interns' reactions to theprogram, asvoiced at the terminal conference: a list of courses and instructors; team plans for communityactivities: andtwo paperson the consortium course. ToachIng the Language Arts in the Elementary School, which emphasize a eystems approach and the useof the videotape recorder in teacher education. Not available in hardcopydue to marginal legibility of the original document. (JS)
ED078994RC007103 Native American Teacher Corps Conference (Denver. Colorado. April 29-211, 1973). Position Papers. Volume 2. Christensen, Rosemary.; And Others Eastern Montana Coll.. 8411ines. 29 Apr 1973 240p.; Position paperspresentedat Native AmericanTeacherCorps Conference (Denver. Colorado. April 26='29.19.73); Related document is RC007102 EDRS Price - MF01/PC10 Plus Postage. Language: ENGLISH Journal Announcement: RIENOV73 The second of 2 volumes of position papers presentedat. the first Native AmericanTeacher CorpsConference (Denver. V Colorado; April 26 19. 1973). is composedof .8position papers. These include: Indian education: the rights of a people; education and politics: school as it relates to present and future societies: multi-cultural teacher education center at RoughRock; the visual achievements of the 19th century Plains Indians; crisis in red and white; early
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site. Methods included individual interviews, E0047841 RC005055 group discussions, and questionnaires. The results showedboth Navajo Area Education Progress Report leGS-70 School Year. common.and unique concerns among the, diverse groups. Staff at Bureau of-4hdtaniffeirs-(Deptv--of-Interiori..__Wied014 all five sites expressed the need to redesign existingcourses Ariz. ano b-Fbate-new-curr4tulum-mater4a18-and-for-students-10-b9COMe -.1970 13p. A `more responsible and better decision makers. It was concluded EDRS Price - MF01/PC01 Plus Postage. that a needs assessment must 'provide LaiigMagez ENGLISH flexibility to caal- effectively with both staff and administration in any given Journal Announcement: RIEJUN71 location. (FG) The highlights of theNavajo Area eduCation program and activitiesare described in this progress report for the 1969-70school year. Brief desc:,:tions of programs. activities. and events are classiiied by 4 goals set by the E0169014SP014009 o Tribal Education Committee in 1966: Zi) to attack the unique Needs Assessment: Determining.Project Goals and Establishing problems of Indianstudents by the provision of unique the Change Relationship. programs suited to the needs of these students. ,suchas the Brown, Carlton E. English-as-a-Second-Languageprogram; (2) to'seek maximum New HampehireUniv., Durham.; Portsmouth Public Schools, feasible involvement of parentsand tribal leaders in the N.H. education program; (3) to develop *public information program 1978' 14p. which reflects progress made on a continuing basis; and (4) to Sponsoring Agency: 1Office of Education (DREW), iftshington. endeavor to assist in any way possibleso that full D.C. Teacher Corps. utilization can be made of resources. InClUding the Economic EORS Price - MFOI/PC01 Plus Postage. Opportunity Act, Public Law 89-10. and other programs which Language:,EnglisK can bemef,t the Indianpeople. Significantaccomplishments Document Type: EVALUATIVE REPORT (142) discussed in the report include completion of social studios Geographic Source: U.S.; New Hampshire and language arts guidelines for Navajo students, Journal Announcement: RIEAUG79 . establtehment of biling'aal-bicultural kindergartens. The basic problems faced by those implementing a project of initiation of a model dormitory programemphasizingguidance assessing school needs and initiating change are discussed. An services, and inservice training workshops held during the example of a teacher corps project funded for suchan endeavor year. Programs listed as supported by Government and private is summarized. How the initial problems of,assessing needs to funds include teacher co:s. studeiit teachers. community determineproject goals andestablishing a credible change school development. ar:6 work-study. Increased involvement of relationship with school personnel were handled is the described. Navajo people in the education of their children Is cited Emphasiswas placed on giving teachers the power and training as the major factor in the continuing success of the Navajo to determine the focus methods for the two larger parts of the Area education program. (JH) assessment program: needs of teachers and students. To this Vend, members of the staff received training in heads assessment and design. The importance of resolvingconflict between staff and administration, of establishing trusting E0204266SP017946 relationships between the agents of change, and of sharing the Needs Assessment Among Diverse Groups: A Case Study. decision making process is emphasized throughout thisreport. Pociler, Anne E.; Toner. James F. - (JD) .1977 9p. EDRS Price - MF01/PC01 Plus Postage. Langthige: English. ocument Type: RESEARCH REPORT (143) eographic Source: U.S.; Maine oarnal Announcement: RfENOV81 A Teacher Corps project to deliver staff development ervices focused on five educational settings: a correctional youth center, a high school, a junior high school, a youth group home consortium, and n college of education. It was felt that comparing the results of needs assessmentsconducted at each facility would enable useful analyses of common assessment factors and perceived priorities.Staffawareness and acceptance of the program was enhanced by involving school administratorsand by presenting staff orientations. The process of developing the needs assessment varied for each 4") r- f).-,, ti DIALOG filet: ERIC - 66-82/Mar (Item375 of 637) User 9002 15apr82 1737
school; 7) ED180966SP015213 the Teacher Corps program, .a graduate internsoip for elementary and junior high teachers; and NeighborhoodCeit-of-Arms Project': Bloom's 8) the Taxonomy and Tri-UniversityProject in Elementary Education, a 1-year Other Developmental Theories in Action. preservice program Woods, Larry operatedentirelywithin the school setting. NotAvailable in hardcopy due to reduced size cf _Now....Hampshire Univ., Durham. print. (JS) 1979 22p. Sponsoring Agency: Office of Education (DHEW), Washington. D.C. Teacher Corps. EDRS,Price - ME01/PC01 Plus Postage. ED095150 95 SP008328 LangUage: English Non-Verbal Communication and the Affective Domain. Document Type: PROJECT DESCRIPTION (141) Teacher Corps Associates: Resources for C87E, No.9. Geographic Source: U.S.: New Hampshire Ligons, Claudette Merrell Journal Aiinouncement: RIEMAY80 Texas Southern Univ.. The Houston.; Wisconsin Univ., Madison. progress of groups of junior highschool students Teacher Corps Associates Program. working together was measured by the developmental theories of 1973 68p.; For related documents. see SP 008 322-333 Elloom,,Piaget. and Kohlberg. Each group was assigned the task Sponsoring Agency: of Office of Education (DHEW). Washington, designing a coat-of-arms representing their neighborhood. D.C. Teacher Corps. This project'involved not only physically producing a shield ERRS Price - MF01/PC03 Plus Postage. (designing, drawing, choosing colors) but also comprehending Language: ENGLISH' their community and creating symbols for it. This studytraces Document Type: CLASSROOM MATERIAL (050) the thought processesandgroupdynamics that eventually Journal Announcement: RIEDEC74 produced each coat- of-rms, using as reference points Bloom's This training package in nonverbal communication and the taxonomy of sequential' and progressive edUoas!cnal objectives. affective domain as well as Plagetri rests' on the rationale that nonverbal theorieson cognitiVedevelopmentand communication is a support system for the verbal Kohlberg\stages of moral development. (JD) message that weconvey andthat it can be divided into two channels--the vocal and the kinetic. The vocal channel consists of thepitch of the voice, and the kinetic consists of postpres, gestures. andother body movements. The package is divided into four E0045547 SP004279 units or learning modules, New Directions in Teacher Education. which are preceded by a general overview. Thepurposes of the four units are to: Washington Univ., Seattle. Coll. of Education. (.a) give prospective tecchere an overviewof Feb-1970 14p. nonverbal communication andprovide a cognitivebase fromwhich to operate. (b) ERRS Price - MFOI Plus Postage. PC Not Available fromEDRS. provide the participant with an opportunity to Language: ENGLISH learn how he relates his feelings and attitudes to others without wordsand Journal Announcement:.RIEARR71 to improvehis perceptions This booklet of the feelings of others. (c) desbribeseight Universityof Washington provideparticipants with teacher education projects in information about nonverbal operation during the 1969-70 communication to enable them school year to develop to determine ita vAlue in the and test various performance-based. learning situation, and (d) prepare field-experience approeches'and a management systeM the student to in which discriminate between messages given on the kinetic and vocal the university and cooperating school districts provided for channels and to discuss the critical released time for selected' school interdependence of the personnel toserveas channels oneach other. Enabling activities for the modules mid-managers. The eight programs described are 1) the Federal include readings, discussion in large and small groups, Way Project. a 1-year, field- centered program role to retrain playing activities, individual exercises, and the design of junior 'high teachers; 2) 'the Garfield Program, a 1-year mini-lessons. A pre- and post-measurement instrument is internship to recruit and prepare teachers'for a Seattle high included in the package. (HMD) school; 3) the M-Step Program in which Seattle schools prehire 30universitysophomores who areIn continuous school and community contact for sevenconsecutive quarters; 4) the Northshwe Project( a performance-based, field-centered junior and senior year program to prepare elementary and secondary teachers; 5) the Renton Professional Work-Study Program based on a 2-year, half -time internship for juniors and seniors; 6) the Shoreline Project. a 1-year, individualized performance-based graduate intern programdevelopedand implemented by local school personnel in consultation with the university to recruit and prepare teachers for a new middle DIALOG Filci: ERIC.- 6§-82/Mar (Item378 of 637)kUser 9002 15apr82 1738
leadership styles, E011439095 SP009638 roles, and behaviors provedworkable, provided that they were fitted to theparticular staff, Number Patterns and Systems. Learning ActivityModule IV. project, school, Bernard, Donald: And Others and principal concerned. Accurate diagnosis of Florida Univ., Gainesville. Coll. of Education. the situation and adaptation of style andbehavior to that 18p, situation were characteristics of the successful principal. This report concludes by desdribing and Sponsoring Agency: Office of Education (DHEW), Washington, discussing D.C. Teacher Corps. applications of Situational Leadership Theory and .by EDRS Price - MF01/PC01 Plus Postage. discussing the needs for inservice trainingfor admintatrdtors based on Language: ENGLISH a realistic appraisal of educational organization. The interview form used in the study is Document Type: CLASSROOM MATERIAL (050) appended, and review Journal Announcement: RIEMAR76 of relevant literature included. (PG0) This learning module is designed .to enableteachers to help children further develop their conceptsof the meaning of numbers in our number system (including concepts of ,quanity, ED111783 SP009475 one-to-one correspondence, number order, before-after. greater Organization Patterns and Decision Making than-equal to-less than, number patterns, anbthe structure of Patterns in our number system). Teacher Corps prpjectst' The module contains a rationale, general Goddu, Roland objectives, specific objectives, and a list.of materials and equipment. There New England Program in Teacher Education.Durham, N.H. is also a list of general instructions for Jul 1975 24p. the teacher or student teacher. The procedures for usingthe module include a pre-test, EDRS Price - MF01/PC01 Plus Postage. a video tape, reading, studying Language: ENGLISH games, several optional activities, and a post-test: Acopy of the pre-test and its answer sheet, Document Type: CLASSROOM MATERIAL (050) along with a copy of the Journal Announcement: RIEJAN76 post-test and answer sheet, are included. The module also This guide to Organization and decision makingpatterns in a contains games with tri-dominoes. A list ofsuggested readings Teacher Corps project is andrbibliography complete the module. (RC) in the form of a workbook. It contains several forms and worksheets to be completed. There is a discussion of decision makingpatterns and a review of decisionmakingskills. It is stated that to make good ED203449 'EA013624 decisions, one needs skills to (1) identify thepersons involved; (2) Of Principals and Projects. identify how those persons make decisions; and (3) identify if, when, and how Wyant, Spencer H.;' And Others a decision is made. There is an appendixcontaining the Association of Teacher Educa.tors, Reston, Va. Teacher Corps definitionof the 1980 248p. community coordinator role. (RC) Sponsoring Agency: Nebraska Univ., Omaha. Center for Urban Education.: Office of Education (DHEW), Washington, D.C. Teacher Ceres. Contract No.: 300-77-0156 Available from: Association of Teacher Educators,Suite ATE,, 100 Association Drive, Reston,VA 22091 ($5.00). EDRS Price - MF01 Plus Postage. PC NotAvailable from EDRS. Language: English Document Type: BOOK (010); RESEARCH REPORT (143): TEST, QUESTIONNAIRE (160) Geographic Source: U.S.; Virginia Journal Announcement: RIENOV81 ' Principals pia/ an important role in the success of externally funded change projects in their schools. Interviews exploring the participation of principals in such projectsin 14 Oregon elementary and secondary schoolsprovided 11 case studies iTiustratinghelpful and unhelpful' behaviors. The projects were found to have life cycles of their own, and different behaviorswere important at different stages in ' these cycles. Eight kinds of behavior were identifiedas crucial, four concerningproject tasks and four directed toward building relationships and givingsupport. A variety of DIALOG ERIC 66-82/Mai- (Item381 of 637) User 9002 15apr82 1739
ED096311 SP008442 ED086766U0014012 Organizational Development and Teacher Corps: A Discussion of a Book by Ronald Corwin. Organizing for Prescriptive Teaching: An Instructional Management System for Teaching All Marsh. David D. Children; Walden Middle School, 1972-73. Research and Development Report, VolUme 7, Apr 1974 :15p.: Paper presented at the Annual Convention of Number 9, September 1973. the American Educational Research Association (59th. Chicago. Addy. Polly; Norris, Mike _ _ _ Atlanta Public Schools, Ga. EDRS Price - MF01/PC01 Plus Postage. Sep 1973 73p. Language: ENGLISH EDRS Price - MF01/PC03 P..:s Postage. Document Type: CONFERENCE PAPER (150) Language: ENGLISH Journal Announcement: RIEJAN75 Journal Announcement: RIEMAY74 This. paper focuses on the theory of organizational change The Atlanta public schools. Federal and and development as presented by Ronald G. state assistance, Corwin in his book. and communityservices provided the following resou'oes for "Reform and Organizational Survival: The Teacher Corps Asan WaldenSchool's Instrument instructional program: The Instructional of Educational Change." and the -implications this AssistanceProgram provided a team comprising a lead theory has for efforts at institutional change which are being teacher. a language arts teacher, a social studies teacher,a foreign made by the Teacher Corps. Corwin identifies two modelsof language teacher, a matheMatics teacher, a scienceteacher, a organizations: (a) a rational model which presumes that media specialist. a Spanish speaking assistant teacher and a organizations are goal-directed entities, and (b) a politic'sI typist working under the leadership model which presumes that direction is determined by egternal of the Coordinator of r Foreigil Languages to develop a perfect multi-media learning constraints on the organization and by coMmitments made bythe members in the course of bargaining activity packets designed around a core curriculum.A Dynamics for resoerces. In .hls and Influences of Culture and Enviror.,ent Program was funded analysis. Cbrw:n integrates political and rational aspects of by the Instructional Assistance Program for organizations. The author, the second year. in an attempt to expand or modify The Spanishspeaking' assistant teacher was a participant in Corwin's theory. suggests a model called muddling through" the Career Opportunities Program. Through the Title IProgram. and recommends that organizations beviewed on a contine:..m funded under the 1985 Elementary Secondary Education rather than at either end of the continuum. Act, a Applying Corwin "s lead teacher, a reading leacher, and six instructional aides theory to his experience with Teacher Corpsprojects. ' the worked with first through third year authorsuggests that pupils to improve the tha 'difference between, successful and instructional programwithemphasis on reading ana English. unsuccessful projects ,seemed to lie in: (a) how adroit to The Teacher Corps Program provided two 'teams. each consisting staff were in dealing with political constraints, and (b) how of two lead the staff were able to teachers, eight senior teachers, and 18 deal withpolitical crises In one paraprofessionals to workwith aspect of the firstand secondyear the project 'while keepingotheraspects on a pupils. The Program for Education and Career Exploration rational basis. (HMO) was a guidanceprogran that provided experiences for second and/or third year pupils that would enable them to make realistic educational andcareer choicesat futuremajor decision points. (Author/JM) ED180941 SP014815 Organizing Effective Networks. Henderson, Robert 1977 13p. SponsoringAgency: New England, Teacher CorpsNetwork, Portsmouth. N.H. JRS Price - MF01/PC01 Plus Postage. Language: Engliah Document Type: PROJECT DESCRIPTION (141) Geographic Source: U.S.: New Hampshire Journal Annduncement: RIEMAY80 An abcot;nt is given pf creating and implementing an information network for the TeacherCorpsprojects. The purpose and function of a network is described, anu the obatadles to the development of this network are discussed. The early network development strategiesare cited and, in conclusion, a summary Is given of what was learned by the network developers about fundamental considerations necessary to successful development of such an organization. (0) DIALOG Wei: ERIC - 66-82/Mar (Item384 of 637) User 9002 15apr82 1740
E0203539 EC132803 provided: author(s) or editor(s), title, placeof publication, / publisher, date of publication, and annotation'. Overviewof Characteristics of Handicapping Conditions: A Any/special Trainer's Minus'. features of the book, such as,essays or reviewsof some aspect of adult learning, are pointed out in the Metcalf, Stephen; And Others ,annotations. Topics of materials include lifelong.learning, Jefferson County. Public Scheele, Lakewood, recurrent education, Colo.: Rocky adult learning theory, learning atyled,' adult learner needs. Mountain Teacher Corps Netrork, Landers.. Wyo. creativity, .1980 adult education approaches andpractices, 91p.; Print le snail. For related documents. see EC volunteerism, 132 801-809. community education, nontraditional education, curriculum development, inservice education trends, - -- Sponsoring- Agency---- Office-of Ortication (OHEO. Washington. teacher education, higher education invdlvement, and faculty renewal. D.C. Teacher Corps. (YLB) EDRS Price - MFOl/PC04 Plus Postage. 4 'Language: English Document Type: NON-CLASSROOM MATERIAL'(055) Geographic Source: U.S.; Wyoming E0198365CE028083 Jodrnal Announcement: RIENOV81 Overview of Training eract1ces Incorporating Adult The trainer's manual presents informationto be covered in a Learning. Adult Learning in Inservice Training andStaff Development. workshop for regulareducatorson characteristics of all American Univ., Washirgton, D.C. Adult Learning Potential handicapping Conditions. Strategies in the workshop acquaint Inst. trainees' with tepinques and methoos for identifying', Sep 1930 125p.: Figures will not reproduce well due to referring, and assessing the handicapped child, with emphasis small on print. For related documents see ED 190 769 and CE020 the awareness and Understanding of the characteristicsof 081-084. themildly and moderately impaired student in the classroom. Sponsoring Agency: Individual Office of Education'(DHEW). Wash.ington, sections cover the following conditions: physical D.C. Teacher Corps: handicap, significant limited intellectual capacity, Contract No.: 300-77-0524 significant identifiable emotional or behavioral disorder, EDRS Price - MF01/PC05 Pars Postage. hearing handicap, visual handipaplr-- speechhandicap, and Language: English perceptual-communicat've' cUattder. Usually outlined are Document TypeREVIEW LITERATURE (070); POSITION PAPER (120) definition, character1stTa. behavior characteristics, methods Geographic Source: U.S.; District of.Columbia for teaching, equipment needed, and resources for information on each condition. Journal Announcement: RIEJ01.81 A list of parent andprofessional reading This document on inservice training and staff resources completes the document. (SB) development is 'one in a series of four developed to provide a comprehensive overview of the scope of training practicesrelating to adult learning. Directed toward educators designing andconducting training programs and E0198366 CE028084 toward trainers of trainers, these contributionsbyadult educators 'and developmental theorists Ovemvieu of Training Practices Incorporating AdultLearning. Annotated eAbliography on Adult Learning. present interpretations of existing knowledge andnow concepts in adult learning. Chapter 1 briefly- addresses American Univ., Wash)ngton, D.C. Adult Learning Potential some adult Inst. educator perspectives and implications of adultdevelopment in providing an appropriate definition. Sep 1980 27p.; For related documents see ED 190 769 and CE Chapter 2 discusses the . 028 081-083. inservice educator as anadult learner andhighlights the affectivedimensions of adult learning. Sponsoring Agency: Office of Educatiorr(DHEW), Chapter 3 focuses on Washington, what contributes to theffective educator-trainer. In chapter D.C. Teacher Corps. 4 the current status Contract No.: 300-77-0524 f'adult learningtheory is discussed. Chapter 5 present 'EMS Price - MF01/PCO2 Plus Postage. essential concepts of adult learning potential as they r ate to training. Chapter 6focuses on the Language: English dilemma facing hi Document Type: BIBLIOGRAPHY (131) et education and public school systems as they both att Ot to address inservice education. Chapter 7 Geographic Source: U.S.: District of Columbia emphasizes h Jot ral Announcement: RIEJUL81 stresseul life events influence the educator-trai r. Existing approaches to stress and strategies This document--an annotated bibliography on adult for adaptation are provided. Chapter 8 focuses on development learning--is one in a series of four developed to provide a of a total person model of adult learning theory. comprehensiveoverview of the scopeof training practices (YLB) relating to adult learning. It proserts brief reviews of approximately eighty selectedbooks andother published materials that relate to adult learning,adult education, and inservice training. For each item the followinginformation is
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Contract No.: 300-77-0524 ED198364CE028082 EDRS Price - MFOI/PC06 Plus Postage. Overview of Training Practices Incorporating Adult Learning. Language: English Selected federal Legislation and Programs Relorzing to Adult Document Type: GENERAL REFERENCE (130): Learning. PROJECT DFSCRIPTION (141); RESEARCH REPORT (143) American Univ.. Washington. D.C. Adult Learning Potential Inst. Geographic Source: U.S.; District of Columbia Journal Announcement: RIEJUL81 Sep 1980 10Ip.: Not available in paper copy due to small. light print. This document on involvement by states and higher education For related documents see ED 190 769 and CE 028 in adult learning 081-084. is one in a series of four developed to provide a comprehensive overview of the scope of Sponsoring Agency: Office of Education (DREW), Washington. training practices relating to adult learning. It consists of two D.C. Teacher Corps. sections, Contract No.: 300-77-0524 each summarizing the results ofextensive surveys pertaining to training EDRS Price - MFO1 Plus Postage. PC Not Available programs for special adult learner from EDRS. populations. Part Language: English 1 provides profiles on the involvement of Document Type: seven specially-selected states in adult educations:policies, LEGAL MATERIAL (090): STATISTICAL MATERIAL priorities, and (110); PROJECT DESCRIPTION (141) programs. Programs offered in adult, bilingual, vocational, Geographic Source: U.S.: District of Columbia and continuing education are Journal Announcement: RIEJUL81 encompassed, wi.h special dttention given to relatedinservice trainingpractices. This These states are profiled: C6:ifornia, document--a survey identifying federal legislation and Florida, Massachusetts, programs that in some way address the adult learner--is Michigan, Montana, New York, and one in Texas. Information provided includes 'a series of four developed to providea comprehensive overview synopsis of state-operated services to target groups, participation of the scope of training practices relating to adultlearning. trends, contact personnel, It provides a panoramic view of adult learning in listings of institutions of higher response to education and delivery of services, communityprograms national priorities basedupon patterns of and legislation projects, andallocationof federal funds. Part 2 gives a beginning with the Sixty-sixth Congress. 1919-1921. and the nation-wide overview of adult learning programs offeredby 807 resultant federal programs emanating out of the specificacts of Congress since then. institutions of higher education in five selected areas of Section 1 contains these summary training: Adult and Continuing tables: overview of eight federal departments (and twenty-six Education. Recreation and agencies within them) Leisure. Gerontology anceAging. Hum -cesources/Services. and and seven independent agencies offering Community Studies. This pert includes sixteen programs relating to pages of summary adult learning: frequency of types of diagrams and the twenty-eight page survey. (YLB) assistance; index of federal programsrelating toadult learning by types of assistance; and patterns of congressional activity in enacting legislation relating to adult learning,- for which is presented the following information: Congress that enacted the legislation, ,title of legislation, title of existing federal program, and Office of Management and Budget (OMB) catalog number. In section 2, The Survey, is found the table of results regarding the 195 programs surveyed. Informationprovided includes (1) title and/or number of legislation, (2) administrating federal agency, (3) OMB Catalog number. (4) existing program. (5) type of assistance offered.by tne,program, (6) dollar allocation for fiscalyears 1977, 1978, 1979, and (7) program description. (YLB)
ED198383 CE028081 Overview of Training Practices Incorporating Adult Learning. Current Trends and Practices in Adult Learning. American Univ., Washington, D.C. ldult Learning Potential Inst. Sep 1980 136p.: Some pages will not reproduce well due to small, light, or broken print. For related documents see ED 190 769 and CE 028 082-084. Sponsoring Agency: Office of Education ;DREW), Washington, D.C. Teacher Corps.
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the program include the following: ED196364 HE013369 That paraprofessionals and community volunteers become more effective and knowledgeable P.L. 1141-374--The EducationAmendmentsof 1980. Summary about their students, about teacher relationships, their role. Analysts. NAICU News. Special Report. school functioning, andmoreaccepted as performing a Gossenn. Peter J.: Griffin. Joan M. valuable, professional role. Five general topics are treated: National Association of Independent Colleges and (1) role clarification and communication; (2) childgrowth and Universities. Washington, D.C. National Inst. of Independent development; (3) multicultural studies; (4) basic skills in Colleges and Universities. mathematics and reading: and (5) Oct 1980 classroom management. The 19p. program is designed to be flexible and adaptable to meet the Available from: National Association of Independent Colleges expressed needs of individual schools. (JD) and Universities, 1717 Massachusetts Avenue. N.W.. Washington. DC 20036 EDRS Price - MF01/PC01 Plus POstage. Language: English ED203144 EC132808 Document Type: LEGAL MATERIAL (090): SERIAL (022) Participant Manual for Public Law 94-142. Workst4. Geographic Source: U.S.; District of Columbia Carroll, Larry; And Others Journal Announcement: RIEMAY81 Rocky Mountain Teacher Corps Network, Landers. Wyo. Provisions of the Education Amendments of 1980 (P.L. 96-374) .1980 83p.; Print is small. For related documents, see EC are described. Contents of the legislationare as follows: 132 801-809. Title I--continuingeducationprogram and planning; Title Sponsoring Agency: Office of Education (DHEW). Washington, IIcollege andresearch library assistanceand library D.C. Teacher Cor's. training and research; Title IIIinstitutional aid; Title EDRS Price - MF01/PCOA Plus Postage. IV-- student assistance: Title V--Teacher Corps and teacher Language: English training; Title VI--international education progrevis: Title Document Type: NON-CLASSROOM MATERIAL (055) VIIconstruction, reconstruction, and renovation of academic Geographic Source: U.S.; Wyoming facilities: Title VIIIcooperative education; Title Journal Announcement. RIENOV81 IX--graduate programs; Title X--Fund for the Improvement of Tne manualis designed for a three hour tra$ningldesslon to Postsecondary Education: Title XI46rban grant university help participants become aware of P.L. 94-142 (the prOgram; Title XII--general Education provisions; and Title for All Handicapped Children Act) aid its implications, be XIII-- miscellaneous provisions. Thefollowinggrants to presented with frameworks to be utilized when planning for and students are covered: Pell Grants; Supplemental Educational implementing P.L. 94-142, and practice generating strategies Opportunity Grants: State Student Incentive Grants: and procedures which help to facilitate implementation of P.L. TRIO -- special programs for students from disadvantaged 94-142. The document contains the backgrounds; following: a list of special programs for students whose families are workshop objectives: a pretest answer sheet: an engaged inmigrant and outline of seasonal farmwork: and veterans' full services for handicapped children: statements regarding cost-of-instruction payments Additionally. Guaranteed Student responsibilities for agencies/personnel in special education: Loans, the College Work-Study program and National Direct a case study: basic concepts for P.L. 94-142; due process flow Student Loans are covered. Eligibility criteria and charts; local education agency (LEA) requirements regarding administrative allowances for aid recipients are addressed. student evaluation. the planning conference. parent Informaticn on 1981-85 authorization levels for the participation. the individualized legislation by section is presented. (SW) program, due process /hearings, surrogate parents, and confidentiality; LEA personnel development plan; a paper titled "How to Look at Your State's Plant for Educating Handicapped Children;" a state compliance plan: questions about P.L. 94-142; and sample ED138557 95 SP010981 forms from North Dakota. (SB) Para Educator Training Program--K-0. Universityof Southern California. Los Angeles. School of Education. 1976 82p. Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. EDRS Price - MF01/PC04 Plus Postage. Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) Journal Arnouncement: RIESFP77 This e'cumentdescribes a five-week program designed to assist and train paraprofessionals in the classroom. Goals of
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(3) ED199243 SP017725 the multicultural emphasis of the competency-basedCycle Participant Seven Teacher Corps Project at Texas SouthernUniversity; (4) Planned Staff Development. Resources for efforts of the Consortium of Schools. No. 18. SouthernColleges for Teacher Education in developing PBTE programs; (5) the various models Garrett, Susan Vladeck: And Others of teaching which arise from different Massachusetts- State Dept. of Education, orientations toward men Boston. and his uni,erse (exerpted from "Models ofTeaching," by Joyce Massachusetts DisSemination Project. and Weil): (6) 1980 67p. questions that must be answered in determining Sponsoring the nature of individualization in teacher educationprograms, Agency: National Inst. of Education (CHEW). in Washington. D.C, particular PETE programs; and (7) assumptions underlying Report No.: MbE-12196 teadier education programs and characteristicsof implemented Grant No.: NIE-G-76-0058 programs which tend to fulfill these competencies. (Ma) EDRS Price - MF01/PC03 Plus Postage. Language: English Document Type: PROJECT DESCRIPTION (141) ED 182.':75 SP015221 Geographic Source: U.S.; Massachusetts PEP and SEP In Hartford. A Community Component in Which the Jvirnal Announcement: RIEJUL81 School Does What It Does Best.. Government: State Roach, Peter; Luccock, Henry This booklet describes some recent participantplanned staff New England Teacher Corps Network, Portsmouth,N.H. development activities in Massachusetts.To varying degrees. .1979 10p. programs are initiated, governed, and designed by EDRS Price participants. In the first section. mFbi/Pcoi Plus Postage. profiles are presented of Language: English six programs which represent a cross-section of modelsserving Document Type: PROJECT DESCRIPTION (141) small, medium, and large school systems. Included it this Geographic Source: U.S.; New Hampshire section are programs whichhighlight self-help groups, Journal Announcement: RIEJUN80 curriculum development, coordination of inservice activities, Government: State and peer training. Program abstracts in the secondsection A description is given of a parent educationprogramand a provide information on other programs includingpurpose, studentextended-dayprogram in a multiethnic elementary twining structure, number of participants, andfunding school. source. Most of the teachers in the adultprogram are regular Tne final section lists teacher center and Teacher teachersat the school; Corps programs in however, some parents are recruited Massachusetts Ps well as educational for teaching courses in areas where they collaboratives are competent- -e.g., and locally-based organizations with extensive a Spanish-speaking experience in staff development. (JD) parent conductinga course in Spanish conversation to teachers in tne school. The extended -day programfor the children is largely recreational andtailored to fit in with the hours parents are in class. (JD) ED14729480SP011916 PBTE (Performance-Based Teacher Education); Vol 2, No, 2, May 1973. Andrews, Theodore F., Ed. Multi -State Consortium on Performance-Based Teacher Education, Albany, N.Y. May 1973 9p. Sponsoring Agency' Office of Education (DHEW), Washington, D.C. EORS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: JOURNAL ARTICLE (080) Journal Announcement: RIEAPR78 This issue of the Multi-State Consortium for Performance-Based Teacher Education (PBTE) newsletter discusses (i) the evolutionary approach adopted by the state of Minnesota toward the implementation of PeTE,which includes discussion of what is known about PBTE. whether Minnesota ought (or wishes) to adopt the program, and state participation in PBTE informationexchange; (2) the PBTE program of the College of St. Scholastics (Duluth, Minnesota):
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126 047 ED107493SSE019013 Sponsoring Agency: Office of Education (DREW), Washington, Perimeter. A Mathematics Instructional Module. D.C. Teacher Corps. District of Columbia Public schools, Washington. D.C. Contract No ..: 300-75-0100 .Teacher Corps. EDRS Price - MF01 /Pc0i Plus Postage. 1972 54p.; Marginal legibility on entire document Language: English Available from: ERIC/SMEAC, The Ohio State University. 400 Document Type: POSITION PAPER (120): GENERAL REPORT(140) Lincoln Tower. Columbus, Ohio 43210 (on loan) Geographic Source: U.S.: District of Columbia Document Not Available from EDRS. Journal Announcement: RIEJUL80 Language: ENGLISH This study of the interactionbetween school and social Document Type: CLASSROOM MATERIAL (050) context is divided into two parts. Journal Announcement: RIEOCT75 The first section examined some environmental factors external to the This learningmodule .on perimeter contains many classroom school that directly influence school policies and practices. Citizen experiences. It provides: (1) student options in theselection participation in school activities and the relationship of activities for the achievement of objectives. (2) of the "hands school to the state are two of the topics examined.The second on" activitiesand real, models for real problems, (3) section is a series of activities designed to be used in an self-pacing for individualized Instruction, and (4) a variety of Instructional setting, which explore the complex relationships media and strategies. The module is to be completed in among schools and three to five days. their local, state, or federal Six objectives are given. The materials sociopolitical environments. includea pretest. 24 activities, This volume is the third in a a criterion test for each seriesexamining the nature of the school as an organization. objective, and a posttest. (Author/KM) (Author/LH)
E0180959 SP015176 E0139790 95 SP011092 Perspectives on Development in theOverall Process of Perspectiveson Organizations: The School asa Social Demonstration. Occasional Paper Series No. 7. Organization. Price, William 0.; And Others Corwin, Ronald G.; Edelfelt..Roy A. Murray State Univ., Ky. Nebraska Univ., Lincoln. 14 Dec 1976 22p.; For related document, see SP 015 182 Jun 1977 124p. Sponsoring Agency: Office of Education (DHEW). Washington, Sponsoring Agency: Office of Education (DREW), Washington, D.C. Teacher Corps. D.C. Teacher Corps. Available from: Teacher Corps Project Director, MurrayState Contract No.: 300-75-0100 Univeraity, Murray. KY. 42071 ($0.50) Available from: American Association of Colleges EDRS Price - Mr01/PC01 Plus Postage. for Teacher Education, No.1 Dupont Circle N.w.. Washington, D.C. 20036 Language: English ($4.50) Document TypeIPROJECT-DESCR/PTION (141) EDRS Prfce - MF01/PC05 Plus Postage. Geographic Source: U.S.; Kentucky Language: ENGLISH Journal Announcement: RIEMAY80 Document Type: BOOK (OM) The goal of this project is to develop a school-based Journal Announcement: RIEOCT77 finetrUCtrenal program to maximize unique talents instudents. This documentprovides A ideas and information for those step-by-step report on the project development is presented responsible for preparation from the identification of clear achievable goal, of educationpersonnel. It through the includes papers and other materials expressing several on-going processof implementation and evaluation of results views onorganizational problems in schools. The problems that to synthe5.izing the concept and establishing it as a valid educational goal. (JD) teachers encounter in coping with the social hierarchy within the school are discussed as well as their responsibilitiesto the organization 'Itself. School systems are examined from a sociological point of view. The nature and status of teaching is explored within the framework of the ED183553 school as a social SP015772 system operating in the wider arena of the community. Perspectives on Organizations: ScWols in the Larger Social (JD) Environment. Corwin, Ronald G.; Edelfelt, Roy A. American Association of Colleges for Teacher Education. Washington, D.C.; i.asociation of- Teacher Educators, Washington. D.C. 1978 129p.: For related documents see ED 139 790and ED 20 DIALOG Filei: ERIC - 66-82/Mar (Item 399 of 637) User 9002 15apr84 1745
Journal Announcement: RIEJAN81 E0126047 SP010243 This publication, part of the Professional Development Perspectives on Organizations: Viewpoints for Teachers. series, focuses on teacher development programs. Corwin, Ronald G.; Edelfelt, Roy A. An overview of present programs indicates the need for - AmericanAssociation of Colleges educational for Teacher Education, innovation's, a continuous link between preserviceand Washington, 0.C.; Nebraska Univ., Lincoln. inservice programs, a renewed concern for performance skills, , 1976 92p. and fieldexperiences that reflect the reality of teaching. Sponsoring Agency: Office of Education (OHEW), Washington. Ways that state agencies can helpto develop programs that D.C. Teacher Corps. reflect Contract No.: 300-75-0t00 these needs without trespassing on local autonomy are discussed. The components of an effective inserviceprogram Available from: American Association of Colleges fob- Teacher (administrative priorities, organizational designs, and Education, 1 Dupont Circle, N.W.. Washington, D.C. 20036 grouping options) are discussed in detail. (CO ($3.00) EORS Price MF01/PC04 Plus Postage. Language: ENGLISH Document Type: BOOK (010) ED052155 .12005025 Journal Announcement: RIENOV76 Perspectives on the Role of the Teacher Corps Team Leader. This publication is the first volume in a series of training Toledo Univ., Rio. publications, "Perspectives on Organizations," cesiyriw-:. to Jun 1971 170p. developamongfuture and practicing teachers an awareness of Grant No.: OEG-O-70-2272(715) what organizations are, how organizations affect-them, and how EORS Price - MF01/PC07,Plus Postage. they can deal with organizations. The materials in this series Language: ENGLISH were developed when Teacher Corps decided to include the study Journal Announcement: RIEOCT71 of organizations in its 1975 Corps Member TrainingInstitute Thiscollectionof 10 position papers represents one phase for preservice and inservice teachers. The preface underscores of an effort todesighbehavioral objectives for training the significant contribution the study of organizations can programs for make t Teacher Corps team leaders. Floyd T. Waterman the field of teacher bJucation. Part I, 'Teaching and identifies tasks and needed competencies learni g About Organizations," contains an overview, rationale for the complete range of team leader activities. Richard W. Saxe notes the for t e study, and instructional objectives. Part II, "Life in several meanings of systems approach as they apply to Organ zations."L is an introduction to organization theory and the various aspectsof designing a training program. Charles C. bast related concepts. Divided into two sections, it deals Jung describes three kinds of wit problem-solving processes and the questions, "Why study organization?" and "What are identifies the prerequisites for using change organizations like?" processes. Jack the subject of Part III. "Organizations Spiess reviews ',he different approaches to in Action," leadership, and tells how the instructors and learners might go suggests the applicability of concepts of leadership to the about exploring organizational concepts. Activities in Part specific situation of Teacher Corps team leaders. Iki can be used to enrich me examination of key concepts and Robert Chin and Herschel N. Hadley consider that the teaching teamhr's two to draw on the experience of participants as a critical objectives: to elementof accomplish its assigned task and to maintain leerning7---Ao--appendix---inc-ludes abstracts of itself as-a-group; -der r y-J. Be 1 len deals-wilh-t he-task-of-the selected readings and a suggestedfilm list along with, r bibliography. (SK) functioning as a professional manager to develop andmaint n a work environment which facilitates the attainment organizational objectives. Wilford A. Weber defines some concepts of competencybased teacher education andsuggests appropriate roles fpr team leaders. E0191 41fSP016697 Kenneth R. Howey maintains that there is a logical and necessary Pe spect4,'Aon Preservfce and Inserv1Ce Education. relationship between the roles of the team leader asa teacher Rub n, Lo... of teachers and a teacher of pupils. Russell C. Syracuse Univ., N.Y. School of Education. Doll suggests the type of training needed for the team leader. Louis 1978 50p. Rubin defends the position that the teacher is the curriculu Sponsoring Agency: Office of Education (OHEW). Washington. (MBM) D.C. Teacher Corps. Available from: National Dissemination Center, Syracuse University, 123 Huntington Hall, Syracuse, NY 13210 ($4.00). Document Not Available from EDRS. Language: English Document Type: PROJECT DESCRIPTION (141); EVALUATIVE REPORT (142) Geographic Source: U.S.: New York
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E0183499 SP015181 programs utilizing federal, state, and local resources:and 7) PIE -to utilize in school assignments the occupational specialties Cycles/Planning-Implementing-Evaluation Format for deyeloped by the veterans Teacher Change and Public School Renewal. through military training. Participants attended local colleges on a part-time Hainsworth. Jerome C.: Schroeder. Gary. Ed. basisand were alsoemployedby the cooperating school districts as Murray State Univ.. Ky. assistants or aides to teachers and May 1977 256p. other school personnel, Programattrition rates were low, the main reasons given for Sponsoring Agency: Office of Education (DHEW). Washington. leaving being flnanciel need, D.C. family or homeproblems, and persbeal change of goals. The success of the pilot Available from: Director. Murray State University Teacher program was evident in its holding power and in the number ofcompletions. Corps Project, Murray State University. Murray. KY 42071 It also testes' and accomplished two additional EORS Price - MFOUPC11 Plus Postage. objectives: the effedting of multi-agency cooperation and successful Language: English application of multiple funding efforts. (MBM) Document Type: PROJECT OESCRIPT/ON (141) I Geographic Source'. U.S.; Kentucky Journal Announce RIEJUL80 Between 1975 and 1977 an instruct tonal research teamand a ED102148 95 SP008932 Teacher Corps Project at Hopkinsville Middle ,School in Pittsburgh Middle School Teacher Corps Project. Kentuckym-lisegan the developmentof an inservice teacher Pittsburgh Board of Public Education. Pa.; PittsburghUniv.. education program designed to combine theexperience of Pa. School of Education. inservice teachers with the knowledge ofuniversity faculty. 20 Nov 1974 7p. This report contains samples of the results of this type of Sponsoring Agency: Office of Education (DHEW). Washington, responsive inserviceprogram. Theproductsare basedon D.C. Teacher Corps. contractual agreements between. teachers and university staff. EORS Price - MF01/PC01 Plus Postage. Products are called "Planning. Implementing. and Evaluation Language: ENGLISH Cyles" (PIE Cycles). The content areas in which this approach Document Type: PROJECT DESCRIPTION (141) Is administered include science. English. social studies. Journal Announcement: RIEJUN75 roading Improvement. physical eoucation. and an exploratory The Pittsburgh Middle School Teacher Corps Project unit investigating the possibilities of developing (PMSTCP) a child's is a competency-based, fieldorientedmaster's individual talents without shifting the emphasis completely program away from basic skills. (LH) developed and implemented jointly by the PittsburghBoard of Education and theUniversity of Pittsburgh. The PMSTCP has developed a model which focuses oncompetencios neededto train teachers to work with urban middle school studentsusing a diagnostic /prescriptive approach to E005503908 SP00527.3 individualized instruction. The program encompasses both the use of Pilot Program for Veterans in Public Service. Final Report. modules as instructional vehicles and the design of a comprehensive Marcussen, Jack Calendine. Jerry delivery systemwhichdelineatesprogram structure and Council of the Great City Schools. Washington. D.C. provides for flexibility within the structure as'needed. Jun 1971 84p. The delivery system includes the field based, community Sponsoring Agency: Office of Education (MEW), oriented Washington. setting, on-site instruction, a clinical/resource supervisory D.C. Bureau of Research. support system, and a Bureau No.: BR-8-0888 mechanism for continual evaluation. Efforts are being directed -Grant No.: OEG-0-8-08088-4629(085) to examine closelythe relationships between learning theory and classroom practice, EORS Price - MF01/PC04 Plus Postage. between societal sensitivity Language: ENGLISH and individual values, and between the roles of the teacher in the Journal Announcement: RIEJAN72 teaching/learning setting and the learningbehaviors of students. Formative The project was initiated in fall 1968 to conduct a pilot evaluation of the program is being conductedon a continual program to prepare returningveterans for careers in basis. The most important question is. What type of teacher education. Eight largo city school systems and eight training program will make the most difference for learners? institutions of higher learning took part. Specific objectives (Author/P5) were I) to launch an educational career development program for veterans to be employed in urban schools: 2) to utilize their experience and talents and provide mode" for ghetto youth; 3) to attract more males into urban education: 4) to expandthe successful model Ve the Teacher Corps into the paraprofessional field; 5) .* encourage differentiated ataFfing in urban schools; . to encourage developmental
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parent and community participation in schools. ED152667 95 S13012177 The goals of the confenence were to provide Planning an Inset-vice Program. A Process Guide. C.:tscriptions of proven parent/community participation models,consider the decisions Western Washington StatirColl., Bellingham. teachersmust make and the institutional arrengementu needed Jan 1977 61p.: For related documents, see SP012 177-179 wheh Implementing such models, and delineate the significant Sponsoring Agency: Office of Education (MEW). Washington. researchquestions D.C. Teacher Corps. concerning further refinement of existing models. Participants whose presentations are included in this EDRS Price - MFOI/PC03 Plus Postage. volume lookedat the Language: ENGLISH characteristics of current models of parent / community involvement in teaching and learning, the Document Type: CLASSROOM MATERIAL (050) settings in which models have been implemented, constraints Journal Announcement: RIEAUG78 to beconsideredby users, future of the models, and the This volume, from a set^ of documents on planning for inservice interface of the school-oriented dimensions of the model with teacher education, provides anoverview of the other community efforts. process and a set of tasks in program planning. Overviews are offered of the Home Theprimary Education LearningProgram (HELP). HomeSchool function of the tasks is to assist staff in the articulation Institute (HSI), Parent Education Follow Through Program, Parents Are of fundamental principles andguidelines for site-specific Teachers Too Program. Parent EducationProgram, and the inservice programs. The initial step is the establishmentof a Preparing planning Educators for Parent/Community Involvement committee, charged with the task of determining the Workshops (Author/JM) present state of inservice education in the target school. Its major activity is to conduct a series of workshops for target teachers to give them a sense of participation and to elicit ideas on what the inservice program should be like. From this input, and from the agendas, mandates, and constraints of participating agencies, the committeecan then propose principles and guidelines for 'an inservice plan. A fourteen-stepprocess for plan' development is presented. Appendices present eight tasks to be completed in the workshop, a bibliography of literature on inservice education. and transparency mastersand script for a slide show presentation. (MJB)
ED177658 EA011825 Planning and Implementing Parent/Community Involvementinto the Instructional DeliverySystem. Proceedings from a Parent/Community Involvement Conference. Barletta. Charles. Ed.; And ()there Midwest Teacher Corps Network. Lensing. Mich. 1978 112p.: Not available in paper copy due to small print of original document Sponsoring Agency: Office of Education (MEW). Washington, D.C. Available from: Institute for Research on Teaching/Publications, 252 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824 ($2-00) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Language: English Document Type: CONFERENCE PROCEEDINGS (021): PROJvC4 DESCRIPTION (141) Geographic Source: U.S.: Michigan Journal Announcement: RIEMAR80 BrAnging together parents, teachers, and researchers, this coneerence was intended to provide a climate in which participants could examine their own needs anddevelop their own actionplans for the development and implementation of j DIALOG Filet: ERIC - 66-82/Mar (Item 407 of . User. 9002,15apr82 1748
pilot studiesdevelopedby ED119386 the Teacher Corps. The major EA008043 activities described are group problem solving, Planning Assistance establishment Programs to Reduce School Violence and of guidelines for Disruption, and Appendices. development of an inservice program, and development of a Ma'-vin, Michael; And Others comprehensive plan for program implementation. Anexemplary Research for Better Schools, Inc., Philadelphia, Pa. governance structure for an inservice program is outlined, and constraints Jan 1976 2470.; Some pages of text and some charts may be imposedoy agencies involved in the planning process of suchprograms are of marginal legibilitydue to quality of original document; discussed. Best copy available Sample forms which may be used to conducta needs assessment study and an individualized program are Sponsoring Agency: National Inst. included, for Juvenile Justice and as a well as workingexample of a management plan for an 'Delinquency Prevention (Dept. of Justice/LEAA), Washington, D C inservice teacher education program. (JD) EORS Price - MF01/PC10 Plus Postage. 1 Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) ED185030SP015818 Journal Announcement: RIEJUL76 Planningfor InserviceEducation (Revised). A Management The central purpose of this project was to rovide an Guide. information base that the LawEnforcement Assistance Mite, Herb; McIntyre. Pat Administration (LEAA) can use in tanningprograms to help Western Washington Univ., Bellingham. school personnel cope more of ctively with the problem of Ju' 1978 41p.; For related documents, see SP 015 801, violence in their schools. Th eff.orts to SP provide an 015 803, SP 015 819. The tab hich is appended may be information base were organized in four tasks: to determine marginally reproducible. the nature and extent of the problem of school violence, to Sponsoring Agency: Office of ducation (DHEW). Washington, determine what efforts arebeingundertaken in schools to D.C. Teacher Corps. reduce schbol violence, to determine what kinds (30 help EDRS Price - MF01/Pc02 Plus Postage. schools need, and to determine how other federalprograms help Lang age: English schools solve specific problems. The federal programs examined are Right to Read. Document Type: NON- CLASSROOM MATERIAL (055) Drug Abuse .Education program, the Civil Geographic Source: U.S.; Washington Rights Training and Technical Assistance program, the Dropout Journal Announcement: RIFAUG80 Prevention program under the Elementary andSecondary A management plan is outlinedfor the development of an Education Act (ESEA) Title VIII. Teacher Corps, and ESEA Title inservice teachereducation program. III. The recommended program Suggested roles and emphcsizes the provision of responsibilities of key personnel are discussed. technical assistanceto local agencies by regional staffs of Critical experts. The program would be decisions and,events in the planning process are pointed out, givenoverall directionand and a management blueprint is included. support at the national level. This revision of an An extensive bibliography is earlierguide also contains included in the appendices. (Author /IRT) a monographon thegeneric principles for effective inservice educationplanning. (JD)
EDi85031 SP015819 Planning for InserviceEducation (Revised). A Resource Guide. Hite, Herb :' McIntyre, Pat Western Washington Bellingham. Jul 1978 14Sp.; Fcr related documents. set SP ('is 818, SP 015 80i, SP 015 803. Sponsoring Agency: ()Moe of Education (DHEW), Washington, D.C. Teacher Corps. EDRS Price - MF01/PC06 Plus Postage. Language. English Document Type: PROJECT DESCRIPTION (141); GENERAL REFERENCE (130); TEACHING GUIDE (052) Geographic Source U.S.; ashington Journ41 Announcement: RIE UG80 This resourceguide co ains a selection of examples and exhibits concerning different aspects of planning for inservice teacher education. The exhibits were taken fromfour
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ED185024 SP015803 E0174617 SP014566 Planning for Inservice Education (Revised). AProcess Guide. Hite. Herb; McIntyre, Pat Planning Jointly for Classroom Research. Carey. Lou M.; Massey. Sara R. Western Washington Univ., Bellingham. Jul Arizona State Univ., Tempe. Bureau of Educational Research 1978 93p.; For related documents, see SP 015 801.818. and 819 and Services.; New England Teacher Corps Network, Portsmouth, N.H. Sponsoring Agency: Office of Education (OHEW). Washington. .1979 D.C. Teacher Corps. 26p. Sponsoring Agency: ECRS Price - MF01/PC04 Plus Postage. Office of Education (OHEW), Washington. D.C. Teacher Corps. Language: English EORS Price - MF01/PCO2 Plus Postage. Document Type: NON-CLASSROOMMATERIAL (055): PROJECT DESC IPTION (1411 Language: English Geo aphic Source: U.S.; Washington Document Type: NON-CLASSROOM MATERIAL (055) Geographic Source: U.S.; New Hampshire Jour 1 Announcement: RIEAUG80 This Journal Announcement: RIEDEC79 ide presents an overview and a set of specifictasks A format is drawn for wannirig, for the development of a local inservice writing, andassessing a education program for collaborative research proposal. A description teachers. Accompanying documents describe a generic model is given of the for essential sections of a research inservice education. a management scheme for developing the proposal, and a brief explanation ofeach Is provided. A suggested inservice program, and a resourceguide of examplesand evaluation exhibits procedure is included to use for evaluating and rankingeach that may prove helpful to those designingan proposal against inservice program. established, published standards. These Topics discussed in this document include: standards arepointed 1) the development, implementation, out as useful as proposal development and evaluation of the guidelines. A proposal format is included with planning model; 2) the establishment an informative of ownership of the outline for the contents of each page. (JO) inservice program. including methods of governance; 3) the setting of priorities and goals for the program; 4) the clarification of the roles and participation of the professional staff involved; and 5) the development of the inservice plan into an operating program. (Authors/LH)
E0183560 SP015801 Planning for Inservice Education (Revised). AMonovaph. Hite. Herb; McIntyre. Pat Western Washington Univ., Bellingham. Jul1978 69p. Sponsoring Age4-zy: Office of Education (CHEW). Washington, D.C. Teacher Corps. EORS Price - mF01 /Pc03 Plus Postage. Language: English Documert Type: PROJECT JESCRIPTION (144) Geographic Source: U.S.; Washington Journal Announcement: RIEJUL80 This dnnument r1 part of a revised series of five publications, planning for Inservice Education, which was originally published in 1976 in five units. This introductory monographprovides a discussion of the generic principles of effective planning for inservice educationprograms The contents8r,divided into an overview or the planning model, discussions of the purposet of inservice educa.ionand of the planning involved in the dssig.) of an inserviceprogram, a set of throe case studies of actual programs under way. and a discussion of evaluation methods used to critique inservice teacher education programs. A blollograph), is appenJed.(LH)
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POSITION PAPER (120) E0195533 SP017153 Point- Counterpoint Geographic Source: U.S.; District of Columbia BetweenFederal Policyand Inservice Journal Announcement: RIEMAY81 Education Programs in Teacher Corps. With Oumais, Mary Dean; And Others the passage of the Schools of EducationAssistance Act as part of the reauthorized higher Education Act, Center for New Schools, Inc., Chicago, III. institutions Sep 19LO 84p. of teacher education have a long awaitedfederal mandate for their own redesign and redirection. This legislation provides Sponsoring Agency: Dffice of Education (DREW), Washington. a principle: D.C. Teacher Corps. that schools, colleges, anddepartments of Contract No.: 300-78-0515 education represent a valuable resource for thepreparation of educational Available from: Distributor. personnelnot only for the public schools, but Center for New Schools. 59 E. also for social services in general. Van Buren, Suite 1900, Chicago, IL 60605 (No The papers presented in price given). this volume sprier EDRS Price - MFOI/PC04 Plus Postage. a framework for future policies regarding the education of Language: English edycators, andareorganized into four topics: policy development, Documeint Type: traditional roles and strengths, PROJECT DESCRIPTION (141); RESEARCHREPORT emergingneeds, and (143) ----w collaborative models. The papers Geographic Source: U.S.; Illinois specifically discUss: (1) the need for policydevelopment; (2) the implications of the demographictk of teacher educationon Journal Announcement: RIEAPR81 policy making; (3) Federal policies and local practices pertaining the research and dissemination capacityof to inservice schoolsof education; (4) teacher education wereanalyzed preparing educators for nonschool from four perspectives. A settings; (5) challenges for schools content analysis was made of current inservice of education in the literature. The 1980's; (6) the educational needs of business and relationship between assumptionsabout effective industry; inservice (7) urban education; (8) federal involvement in educational education in the literatureand in federal government statements was analyzed. personnel development; (9) intercollegiatecollaboration; (10) A team of researchers compared six collaboration between schools of education and TeacherCorps programs in their contexts and demonstrated other agencies; how and (ii) perspectives onpolicydevelopment for teacher uniqueness emerges among programs based on the same federal education. (CJ) rules and regulations. An analysis was made of the content of ar.T.-..,otes written by central staff in Teacher Corpsprograms to ascertain the importance of certain factors in the transition from policy statements to inservicepractice. The relationshipbetween Teacher Corps policystatements and resulting inserviceprograms was examined. The findings suggest that: (I) There arespecific assumptions about effective inservice teacher education, some of which are reflectedboth in the literature and in federal policy statements; (2) Federal programs based on the same rules and regulations are similar in terms of certain basic processes and different in terms of context-related variablessuch es content, strategies, and unanticipated critical events; ,.nd (3) There is a need for more systematicforecasting related to inservice teacher education because there are discrepancies among literature, federal policies, and local practice. (JD)
ED196923 SP017449 Policy for the Educationof Educators: Issues and Implications. Appignani, Georgianna, Ed.: And Others American Association of Colleges for Teacher Education, Washington, D.C. Feb 1981 147p. Sponsoring Agency: Office of Educationg.(DHEW). Washington, D.C. 'leacher Corps. MRS Price - MFO1 /PCO6 Plus Postage. Language: English Document Type: SERIAL (022): REVIEWLUERATURE (070): 4 DIALOG Filet: ERIC - 66-82/Mar (Item 415 of 637) User 9002 15apr82 1751
tested new curriculums and ED067734 EA004529 new teaching patterns and techniques: (4) providieg feedback for modifyingand Portal Schools Project, First Year Report. evaluating the preservice Lutonsky, Linda phases of teacher educationand inservice programs; (5) involving the community Council of the Great City Schools, Washington. and parent& on D.C. voluntary and onprofessional 31 Jul 1572 58p. levels; and (6) diffusing personnel and resources throughout the publicschool network. Sponsoring Agency: Bureau of Educational Personnel Portal schools operated by the University of Georgia, by the Development (DHEW/OE). Washington, D. C. Teachers Corps. city of Philadelphia. and by Florida StateUniversityare Grant No.: OEG -O-'i- 3354(716) described briefly. (Author/MLF) Available from: Council of the Great City Schools. 1819 "H" Street. N. W.. Washington, D. C. 20006 (Free) EDRS Price - MF01/PC03 Plus Postage. Language: ENGLISH ED082283EA005329 Journal Announcement: RIEFEB73 This Portal Schools. Final Report. document discusses the theory and philosophy of the Lutonsky, Linda, Ed. Portal School strategy. According to the author, thatstrategy Council of the Great City Schools. Washington. is a process for making an environment responsive to C.C. change; a .1973 77p.; Photographs may reproduce poorly way of providing a setting in which site. specific and locally Sponsoring Agency: Bureau determined programs, and theories can be adapted, implemented. of Educational Personnel Development (DHEW/OE). Washington. D. C. TeachersCorps. and diffused; and a method for closing the credibilitygap Grant No.: OEG-0-71-3354(716) among representatives of universities, school aystems, Available from: Council of the Great City Schools. communities, and professional associations. The author argues 1707 "H" that Street, N.W., Washington. D.C. 20006 (Free) the strategyprescribes the development of improved EDRS Price - mF0i/Pc°4 Plus Postage. resources for educating children both at the human Language: ENGLISH (administrators, teachers, university faculty, and Journal Announcement: RIEFEB74 paraprofessionals) and material (curricula ) levels in certain The Portal schools designated as Schoo: concept envisions a group of schools *Portal." In addition. the report established in 'contains material school systems that work closely with a about current ac ivities in the university and that dissemination of desire to participate in teacher information concerning Portal Schools. education. This monograph resourcecenters and recommendations, represents a collection of a bibliography, and a experiences shared by initial developers of the Portal School directory of resource people. (A related do-ument is EA 004 strategy -- Florida 085.) (Author/MLF) StateUniversity. the University of Georgia. and Temple University -- and Teacher Corps projects In Buffalo. New York; Pueblo. Colorado; and Atlanta'. Georgia that have utilizedthe Portal School strategy. The Portal School strategybrings ED062683 EA004085 separate educational institutions together into a working relationship to providereality-based Portal Schools. and field-centered teacher Lutonsky, Linda education and improved learning opportunities for children.The strategy has emerged from two Council of the Great City Schools. Washington. D.C. different conceptual .1971 3Sp. sources--thecompetency-based teacher education models projects and the Temple-UniVersIty-Philadelp- Sponsoring Agency: Bureau of Educational Personnel hie plan. The monograph serves as a final project reportand Development (DHEW/DE). Washington. D. C. Teachers Corps. is intended to provide alternative interpretations Grant No.: OEG-O .1-3354(716) of how the Portal School strategy can be used to meet local needs. (For Available from: Council of the Great City Schools. 1819 "H" related documents, see ED 062 683 and ED 067 734.) Street. N. W., Washington. D. C. 20006 (Free) (Author/MLF) EMS Price - MFOI/PCO2 Plus Postage. Language: ENGLISH Journal Announcement: RIESEP72 Portal schools. designed to bridge the gap betweenpre- and in-service education, introduce new cur iculums into schools by ce..41centrating the resources of and by encouraging shared responsibilities among universities. public school systems, andcommunities. Asa public school that facilitates change, dependert on each school's needs and resources, it functions as a process for (1) training new personnel and providing a field cortext for assessing teachingcompetencies; (2) retraining experienced personnel; (3) adapting researched and 401l)t) DIALOG Filet: ERIC - 66-82/Mar (Item418 of 637) User 9002 15apr82 1752
his participation assupervisor of Student teachers. In ED190971 CG014825 addition to holding regular inservice conferences, Positive School Learning Climates. the Corps takes anactive role in developing Williams. Vivienne; Krager, Joan M., Ed. and implementing the variety of practicum-based experiences Nebraska Univ., Omaha. Center for Urban Education.; which begin in the Vermont teacher candidate's sophomoreyear and culminate in student Univ.. Burlington. Teacher Corps Youth Advocacy Loop. teaching. While enrolled in introductory educational 1980 115').; For related documents see CG 014 626-27. bourses, sophomoresbeginclassroom laboratory experiences that range Sponsoring Agency: Office of Education (OHEW)$ Washington. from observation to participation O.C. Teacher Corps. as aides. Following the sophomore year, Contract No.: 300-77-0156; 300 - 78-0250 students enroll in methods courses in which they work directly with teachers and children indesigning and EDRS Price - MF01/PC05 Plus Postage. conducting Language: English teaching-learning situations. Preliminary evaluations of the Document Type: PROJECT DESCRIPTION (141) program indicate increased student enthusiasm and confidence as a result of their experiences, Geographic Source: U.S. better Journal Announcement: RIEJAN81 communication between school and university personnel, and improved feedback and supervisory practices. (JES) The purpose of this document is to assist the educational community in the development of positive school learning climates through the use of inservice teacher training programs woo supportive classroom ac ivities. The five ED205505 exemplary, SP018715 short-term seminews designed for school personnel Primer for Community Education. by the Youth Advocacy Loop of the Teacher Corpsaredescribed Lyday, Jack; And Others in detail, specifically: (1) the "Administrative University" Far West Teacher Corps Network, Bellingham,Wash. to help school principals develop individual disciplineaction 1977 34p. plans: (2) the "I -Care" seminar to enhance the counseling Sponsoring Agency: Dffice of Education (DHEW), Washington. skillsof teachers; (3) the "Human Interaction Training" D.C. program to provide alternatives for dealingwith disruptive Grant No.: 489AH60390A behavior; (4) the "Alternative Learning Program."an in-school EDRS Price - MF01/PCO2 Plus Postage. suspension program; and (5) the "Discussion Skills" projectto Language: English acquaint students with the courtesies required ofspeakers and Document Type: PROJECT DESCRIPTION (141) listeners. Additionally, an overview of the Matione Institute Geographic Source: U.S.: Washington of Education's Safe School Study and the report of the Journal Announcement: RIEDEC81 California Commission for Reform of Intermediate andSecondary Continuous rrcent Education and Teacher Corps involvement with a bibliography onclassroommanagement are community-baser provided. (Author/HLM) education has led to a.conceptual framework for implementing programs. This framework results in better delivery of services to the community through grass roots community development and the useof school facilities for providing programs. Th, ED038368 SP003810 major role of tithe community coordinator is to make communityresidents Preparing ElementaryTeachers a are cf their ThroughPractica and the needs and to stimulate and coordinate the existing community Cooperative Teacher Corps. resources. The coordinator Wichita State Univ.. Kans. should develop a strong and effectiveprocess model and establish school-community and 1969 9p.; Entry for 1970 AACTE Disilinguished Achievement interagency Award in Teacher Education councils. As they deVelop confidence and experience, these EDRS Price - MF01/PC01 Plus Postage. councils gradually become responsible for maintaining an effectivecommunityeducation program. The Language: ENGLISH school-community Journal Announcement: RIEAUG70 coun'il canuse task forces, a site coordinator, interns, aides, volunteers, Thissequential teacher preparation program is designed to institutions of higher learning, state agencies, and thebusiness community to increase the effectiveness of the actual student teaching experienceby promote program development. A sequential systemconsisting of increasingschool-university cooperation and needs assessment, goal coordination through setting, establishing objectives, an organization called the the designing the program, and CooperativeTeacher Corps, monitoring, assessing, and andbyofferinga variety of evaluating should be followed. practicum-basedexperiences Examples of successful prior to student teaching. community education activities carried out in Far Governed by a board of directors composed of five elected West Network projects include: community education workshops, involvement classroom teachers with the chairman of the department andthe in community affai e, bilingual and multicultural education, coordinator of student teaching as ex-officio board members. and interagency coordination. (FG) the Teacher Corps is open to any teacher interested it the student teaching process, although membership does not assure
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small-group ED179012 EA012239 problem-solvingactivities are presented togive interns experience in resolving Principals' Forte II. the kinds of problems which Bucci, John; Massey, Sara they are likely to encounter whenthey get into the classroom, (The New England Teacher Corps Network, document includes descriptions of the Portsmouth, N.H. preassessment following: 9 Nov 1979 29p. of intern experience, performAnce-based EDRS Price - MF01/PCO2 PlusPostage. behavioral objectives, instructionalactivities, instructional alternatives, Language: English materials, and postassessment--throughthe use Document Type: of video tape recordings,remediation, CONFERENCE PROCEEDINGS (021); PROJECT and student feedback.) DESCRIPTION (141) (JA) Geographic Source: U.S.; New Hampshire Journal Announcement' RIEAPR80 This report presents the proceedings from an October, 197S'. meeting of 29 New ED153308 95 EA010474 England principals invclved withTeacher Problems and Corps projects. The objectives ofthe forum were (1) Processes of Inservfce Education. to share Experiences of Seven Teacher Corps The school climate improvement techniques, Projects. (2) to facilitate Cooper, James M., Ed. relationship building among principalsand project directors. (3) to-Share information on school Southeastern Teacner Corps Network,Atlanta, Ga. discipline policies, and .1977 86p. (4) to discuss practices used for intern and team leader Sponsoriug Agency: involvement In schools. The report is intended to provide Office of Education (DREW), Washington, permanent record of the meeting for a D.C. use in contract reporting Grant No.: G007603500 and to servo as a reference for project directors as they AUniversity. continue their onsite staff developmentefforts. (Author/OM) from: Southeastern Teacher CorpsNetwork, Atlanta 223 Chestnut Street. S.W., Atlanta, (free) Georgia 30314 EURS Price - MF01/PC04 PlusPostage. ED1835C0 5P015228 Language: ENGLISH Document Type: BOOK (010) Principles and Conditions of FieldBased Learning. . Pine. Gerald Journal Announcement: RIESEP7B New England Teacher Corps Network, This publication contains ninepapers that speak to problems Forts'nouth, N.H. related 14p. to the design and lm ementation of education programs. inservice EDRS Price - MF01/PC01 PlusPostage. These problems were ones thatthe authors Language: English discovered and faced as theyoperated their respective Teacher Document Type: Corpsprojects. Each PROJECT DESCRIPTION (141); POSITION PAPER paper identifies a problem related to' (120) inservice education, presentssolutions that were attempted in Geographic Source: U.S.; New Hampshire the projects, and describes the inservice activities to solving the problem. While related Journal Announcement: RIEJUL80 these problems, solutions, activities were set within and This paper discusses some generichumanistic principles Teacher Corps projects, they are and generic in the sense conditionsof learningwhich should undergird a field based that virtually all inserviceprograms face the same kinds of problems. educational and staff developmentprocess designed toenable Theproblems dealt with teacners in includecooperation between colleg ?.e. a variety of situations, circumstances, and school distr'cts, and schools to improve themselves individual schools; teacher involvement; personallyand professionally. the formulation of (Author/JD) collaborative objectives: communityinvolvement: for teachers; release-time the use of volunteer substitutes to release-time: provide and the relationship betweem pupilachievement and teacher performance. (Author/IRT) E0100917 SP008846 Problem Solving: An InstructionalModule. Sikula, John P. Jul 1971 9p. EDRS Price - MF01/PC01 PlusPostage. Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIEMAY75 This module is designAd for Teacher Corps!interns to develop problem-solving skills through actually engaging in problem-solving activities. Role playing and individual and DIALOG File1: ERIC - 66-82/Mar (Item 425 of 637) User 9002 15apr82 1754 o \ collabo ative programsare treated. The proceedings include ED126011' SP010191 stateme ts by a panel of experts in the field,pf collaborative Problems in Analyzing %gnomic Events in Teacher Education. education as well as presenting four different case studies. Romberg. T. A.; Fox. G. T. (LH) Office of Education ((HEW). Washington. D.C. Teac'ier Corps. 20 Apr 1976 20p.; Paper presented at the annubl meeting of the American Educational Research Association (San Francisco, California, April 2C 1976) E0190p49TM800446 EDRS Price - MF01,PC01 Plus Postage. Proceedings of Language: ENGLISH the Symposium on Minimum Competency Testing (Philadelphia, Pennsylvania, October 24-25, 1979). Document Type: CONFERENCE PAPER (156) Mid-Atlantic Teacher Corps Network. Philadelphia, Pa.: Journal Announcement: RIENOV76 Templc Univ., Philadelphia, Pa. Coll. of Education. Activities of the Teucher Corps' "Corps 4ember Training 24 Oct 1979 20 institute" (CMTI) were studied to illustrate methods of Sponsoring Agency: ffice of Education ((HEW), Washington, inquiry which can be adapted to the study of teacher training O.C. events to capture some of the reality of these events. Forthe Contract No.: 300.7t1-0326 CMTI, a Study Team was mandated to demonstrate the impact of EDRS Price - MFOUPC09 P1 Postage. the Institute (identify, document, judge, andcommunicate Language: English features). The StudyTeam interpreted this mandate to mean Document Type: CDNFERE E PROCEEDINGS (021); POSITION PAPER demonstrate the salient features in an evolving. interactive. (120) teacher training event so that the features could be adapted Geographic Source: U.S.; Pennsylvania for use in other teacher training situations. By identifying JoOrral Announcement: RIEDEC80 procedures that cvptured the patterns of interactions, the The reality of the event being examined was reflected. conference's keynote address is presented by BernardC. The team Watson. Papers include: Vantage from the State Department of rejectedstandardmethodologies as 'not useful because they Education. byRobert G. 'Scanlon (Pennsylvania); Minimum fail to provide adequate information about the dynamicsof the Competency: As the Public Sees the Question, event and because too little useful information by Jacqueline is uncovered Grennan Wex'er; Minimum Competency Testing (MCI): A Tripartite that could be used in replicating features of the event. They Response from the Profession, b W. James Popham; MCT: a found that a useful,collaborative technique for identifying Dissenting View, the by Arthur E. Wise; Summary of Findings and important characteristics of teacher training event, isa Recommendations' from a National combination of a Survey on Minimum multilevel data gathering approach, a Competencies, by Richard,M. Bos.lne; time-series design, field Accountability; The Job study procedures involving of the Local Education Agency. by Jean F. observation, interviews, and photography. (MM) Emmons (Trenton. N.J.); Text of Comments, byUnited States Representative William H. Gray. III; Problems of Implementation of Minimum Competency Requirements, by Luis Mercado (New York, N.Y.): Problems of Implementation of a State Level Perspective, by E0177088 5P011587 - John W. Porter (Mictligan); The Nrw ABC's for ANew Educational Proceedings of the National Conference on Collaboration. Agenda. by Chuck Sfone; An Inside-Outside View of a Minimum - Florida Univ., Gainesville. Coll. of Education. Competency Program. by Heron J. Feb 1974 267p. Battle (Gary, IN); MCT: A Workable Approach. by Barry B.'Beal (Denver. CO); Competency Sponsoring . Agency: Multi-State Consortium on Testing. Problems and Solutions: A 1.101 Perspective, Performance-Based Teacher Education. Albany, by David N.Y.; nffice of G. Carter, Sr.; MCT: Problems and Solutions for the Eighties, Education ((HEW). Washington, D.C. Teacher Corps. by Carol Anne Dwyer; and Minimum Competency: a National EORS Price - MF01/PC11 Plus Postage. Responsibility. by Robert L. Ebel. (GOD) Language: English Document Type: CONFERENCE PROCEEDINGS (021); PROJECT DESCRIPTION (141) Geographic Source: U.S.; Florida Journal Announcement: RIEFEB80 This collection fo6uses on the issue of collaboration in teachereducation. Essay., program descriptions, materiels development reports, and educational policy discussions debate the role collaboration ,may play. and argue the relative effectiveness of various programs based on cooperative effort of different genres. The Florida model in particular is examined. Micro-teaching, performance-basededucational principles, and effective organizational design of DIALOG Filei: ERIC - 66-82/Mar (Item428 of637) User 9002 15apr82 1755
Individual as a Frame of Reference. ED089917 RC007833 - Cates. Debra M. Proceedings: 'IndianEducation Conferences (13th and 14th. 30 Oct 1981 48p.; Paper presented a4 the Adult Education, Arizona State University, Tempi, Arizona. 1972 and 1973). Associaton Conference (Anaheim, CA. October 30. 1381). Moods. Doris, Ed., EDRS Price - MF01/PCO2 Plus Postage. Arizona State Univ., Tempe. Bureau of Educational Research Language: English 00c1 Services.; Arizona State Uniy.. Tempe. Indian Education Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER Center. (150) 1973 133p. Educational Service Bulletin No. 47, Geographic Source: U.S.; Nebraska Available frail: Bureau of Educational Research and Services. Journal Announcement: RIEMAR82 Arizona State University. Tempe. AZ 85281 ($3.00), TheOmaha Teachei. Corps Project EDRS Price - MF01/PC06 Plus Postage. has developed a , Language: ENGLISH comprehensive evaluation plan involving not onlyconcrete data but individual behavior as well. It* evaluation program Journal Announcement: RIEAUG74 consists of seven levels of evaluation: The proceedings of 2nd inputs, activities. annual American Indian Education participation, reaction, lernining, Conferences are presented. in this report. practice change, and end The 1972 conference result. (Six exhibits illustrate the logistical covered community action, the Bureau of Indian Affairs matters (BIA) concerned with datacollection and documentation of each Scholarshipand .3oardingschool programs. Navajo education level.) One component vf the evaluation programs, the San Juan School District (Utah). process is the BIA employment Concerns-BasedAdoption Model (CEIAM), assistance programs. Federal prourams. a model that uses the Navajo-Hopi Teacher individual as its frame of reference. It views the Corps, the Gila River CareerCenter (Arizona). change andthe process within formal' organizations as entailing the community school concept and local control of educationon the individual's moving thl;.ough Hopi several identifiableStages of Reservation. Topicscovered in the 1973 conference .Concern. about the include Innovation and eight Levels of Use of the Federal legislationaffecting Indian education. Innovation. Levels of Use are assessed using research in Indian education. a validated. Indian health and educational focused-interviewprocess. A 135-item questionniire and an programs, local administration of Hopi Reservation schools. open-ended concerns statement have been developedto measure Indian Educational Associations. Johnson-O'lialley Programs in Stages of Concern. 'This concerns-based appr6ach is a Arizona, and service and projects of theArizona Indian diagnostic-prescriptiveone that takesplace within ' the Student Association. It is noted thattevery effort has been context of made to the school/college where the change is Occurring. pes,rve the intent andspeakingstyle of the The Stages of Concerns questionnaire can be used participants. (PS) toevaluate learning; the Levels of Use of the, Innovation can be used to determine extent of adoption of the innovation. (Instruments are appended.) (YLB) ED100943 95 SP008874 Professional Ethics for the Educator. Affective 12.0. Borgers, Sherry B., Comp.; Ward. G. Robert. Comp. Houston Univ., Tex. Coll. of Education. 15p.; For related documents, see SP 008 8k..806. 867-873. and 875 Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEMAY75 This exploratorymodule is. designed to familiarize the learner with the NEA (National Education Association) Code of Ethics. Teaching situations are presented enaoltng the learner to decide upon an action if he/she were the teacher In the situation. Thelearner's decision is thendiscussed in relation to the NEA Code. (MJM)
E0208221 ,CE030338 Program Evaluationandthe Management of Change Using the
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environments: E0187731WfM800226 6) characteristics of an instructional system for the training of Teacher Corps interns:and 7) Prows, Evaluation at HEW Ret Arch Versus Reality. Part 2: problems of Education. effectively assessing teacher competencies. (JD) Abert.Pjemes G.. ,Ed. 1979 403p. Available from: Marcel Dekker. Inc.. 270 Madison Avenue.New ED020272 U0005788 York. NY 10016 ($39.75) PROGRAMS FOR THE DISADVANTAGED AT HUNTERCOLLEGE. Document Not Available from EDRS. GOLD. MILTON J. Larruuage: English MAR1967 2P. Document Type: BO . (010): COLLECTION (020): RESEARCH REPORT (143) EDRS Price - MF01/PCO1 Plus Postage. Language: ENGLISH Geographic Source U.S.: New York Journal Announcement: CUMREPT Jouf.nal Announcement: RIEOCT80 DESCRIBEDARE THE PROGRAMS OFFERED BY HUNTER COLLEGE Intended forboth the studentandthe practitioner of IN NEW aluatfon, YORK CITY FOR TRAINING TEACHERS OF THEDISADVANTAGED. HUNTER this book describes the state of the practice of OFFERS (1) program evaluation. Its focus is mainly institutional. SPECIALIZED TRAINING COURSES. (2) -PROGRAMS FDR Results TEACHERS OF PUERTO RICAN CHILDREN. AND (3) VARIOUS of evaluation studies areof secondary. importance. An NATIONAL DEFENSE EDUCATION ACT INSTITUTES ON READINGIMPROVEMENT. URBAN introductory chapter written by the editor discusses EDUCATION. SCIENCE TEACHING. ENGLISH TEACHING. ANO HEAD START evaluation at the Office of Education from 1967through 1973. The PERSONNEL TRAINING. THE COLLEGE ALSO OPERATES A NATIONAL remalnderkpf,the book consists of eightcase studies, as TEACHER CORPS UNIT AND AN INSERVICE PROGRAM follows: (1).EvelUation of "Sesame Street ": Two Case Studies. TO INDUCT TEACHERS INTO SCHOOLSWHICH ARE DIFFICULT TO STAFF. byGerry Ann Bogatz; (2) 'Evaluation of the Effectiveness of THE EDUCATION DEPARTMENT OF THE COLLEGE HAS ALSO PARTICIPATEDiN A PROJECT Compensatory Education Funded by Title I. ESEA. by Kenneth F. TO HELP DISADVANTAGED STUDENTS TO GAIN ADMISSION TOvTHECITY Gordon and Barbara J. A. Gordon; -(3) Evaluationand Evaluative COLLEGES. Research in an Urban Bilingual Program, HUNTER'S ELEMENTARY ANOgIGHSCHOOLS FOR GIFTEO by Robert,J. Cahill CHILDRENHAVE RECENTLY and Joseph J. Foley: (4) Kigrant education. by Jack ADMITTED A NUMBER OF DISADVANTAGED Harbeston: STUDENTSWITHUNOEVELOPEO POTENTIAL. THIS (5) The 0E0 Experiment. in EducationalPerformance Contracting. ARTICLE WAS by Horace PUBLISHED IN 'PHI DELTA KAPPAN." VOLUME 48. NUMBER 7, MARCH W. -Ray andothers: (6) Evaldatfonwithan 1967. (NH) Experimental Design: The Emergency School Assistance Program. by Robert L. Crain and Robert L. York; (7) Teacher Corps. by Robert H. Crosby: and,(8) Evaluations of Upward Bound for the Office of Economic Opportunity. (Author/CTM)
ED186392 SP015927 Programmatic Issues in Teacher EdUcation: The Texas Teacher Corps Experience. Olivarez, Ruben Dario. Ed. Texas Univ., Austin. Coll. of Education. 1975 98p. Sponsoring Agency: Office of Education (DHEW). Washing:on. D.C. Teacher Corps. Grant No.: OEG-0-72-1121(715) EDRS Price - MF01/PC04 Plus Postage. Language: English Document Type: PROJECT DESCRIPTION (141) Geographic Source: U.S.: Texas Journal Announcement: RIESgP80 Various aspectsofprogram planning and implementation in the Texas Teacher Corps Network are explored. The following topics are Covered: 1) program conceptualization and design: 2) intern andteam leader recruitment: 3) TeacherCorps experiences daaling with graduateadmissionprocesses and their implications for change: 4) management Qf Teacher Corps programs: 5) Teacher Corps projects in differeht sociocultural ti 2 91" DIALOG Filet: ERIC - 66I82/Mar (Item 434 of 637) User 9002 15apr82 1 1757 a .
objective of the project is to train/retrain urban teachers, Ed103482 EA013672 Interns, and paraprofessionals to more effectivelymeet' the Project Manual for, Recruitmentand Selection of Teacher individual needs of multiethnicpupilsand parents of low Interns. income families. An important component of the program is MayPield, Renee. Ed. parental involvement and adult education courses provided by Teacher Corps Recruitment and CommunityTechnical Resource the participating school and university personnel. (do), ,Centers. Washington, D.C.
- Feb 1980 135p.; Some pages may not reproduce clearly due to broken print of original document. Sponsoring Agency: Office of Education (PHEW). Washington. E0207951 SP018718 D.C. Teacher Corps. Promoting Classroom Teacher Research. Contract No.: 300-790-312 - Eade, Gordon E.; Peake,)Ronalo E. 'EDRS Price - MF01/PC06 Plus Postags. .1980 10p. Language: English EDRS Price - MF01/PC0flus Postage. Document Type: NON-CLASSR0041TERIAL (055) Language: English Geographic 5,eurce: U.S.; DiStrict of Columbia Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIENOV81, Geographic Source: U.S.; Florida As an aid to local project staffs and constituent groups, Journal Announcement: RIEFE887 the Teacher Corps' four Recruitment and Community Technical . A cooperative effort by the Teacher Corps, the University of ,Resource (RCTR) Centers compiled these guidelines and resource West Florida. the Okaloosa School District Teacher Center and ,materials for the recruitment, selection, and support of community members resulted...in a graduateprogram for 34 !p roject nterns. The manual's first section discusses elementary and secondary lachersat a rural school. This inzlusion of 'intern recruitmentand selection in local program was created after a self-study4of a loCal 'school and projects' overall planning, and also gives the text of federal the surroundingcommunity indicated that school community regulations govirning Corps Interns. 'The following three cooperation, student motivat)on, student performance, and sections describe, the technical assistance in recruitment. disciplinepolicies could be improved. The two-year academic selection, and support available to local projects from the program was designed toprovideexperiencesandactivities RCTR Centers, including such aids as national recruitMenx, through three major avenues: (1) core courses in such areas as local publicity advice, identification of applicantswith multicultural education and classroom management; (2) seminars special credentials, and help with interns' state or -independent study geared to individual needs; and (3) cdrtification. Theyalsopresent guidelines for local' action researchprojects conductedaround an individual's recruitmentandselectionprocedursq. involving use of the chosen area of.specialization. The core courses were completed mass media, special materials, tneti es, interviewing, during the first year, after which participants identified recruitmentand selection committees, nd other activities. specific areas of community, school, classroom, and pttrsonal The final section, plus three additional appendices, provide ds to be studied: Universityadvisorsprovided group sample recruitment and selection materials rom local projects instruction and assistance in action research skills. A and the RCTR Centers. (Author/RW) researchseminar was held during the first year to refine the participanti' organization and strategy skills throughgroup discussion. Forty completedprojects were presented by the researchers at a colloquium, an event that will occur annually ED157879 SP012878 in an effort to motivateand institutionalizeclassroom Project Train: Teacher 4Corps Cycle X. - research.' (FG) HartfottPublic School's, Conn.; HartfordUniv., West Hartford,, Conn. 1976 9p, Sponsoring Agency: OffiCe of Education (PHEW), Washington, D.C. Teacher Corps. EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEDEC78 Project TRAIN (Training andReinforcement to Answer Individual Needs) is an iriservice training program collaboratively conductedby the University of Hartford and the Hartford Public School System. The project sorves a large innerpity elementary school populated principallyby low 'income Spanish speaking andblack students. The immediate
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DIALdG..F1111:ERIC - 66-82/Mar (Item )4,87 of 637) User915apr82 7, develppmental theory.of learning.stages. Dr. C, ED195542#SPOi7i68 Backman considers threer topics: the view of intelligence as a Providingiceadetship .for Staff Developmen nd Inservice griduaYlyaccumulated fundof skills interacting with social , Education-Professional Development 6. . c t experience, the effects of social climate on student Edetifelt. Roy. Ed.: Johnson, Margo, Ed. . performance, and the idea of 'the classroom as's work group National Council of States oriOnservice Education. Syracuse, with group as well as individual goals. Dr. 'b. Lindsley N.Y. , 4 1 advocates the role 9f teacher adviser for school phychologists C .1980 134p. and discusses how the role becomes feasible through behavioral Sponsoring Agency: Office of Education (OHEW), Washingt1 mariagement procedures incorporating charts and D.C. Teacher COrps.. curriculum . rewards. Current brair.4 behavior. research is related tt? Document Not Available from EDRS. ) . educational problems by Dr. K. Prtbram who also advances V.9 Language: English --., . . ea of teaching subject matter as languages, or systems of Document Type:CONFERENCE PAPER (150); PROJECT DESCRIPTION codes. by which-internal communication is facilitated. Or. (141); SERIAL 020 O. Blocher emphasizes the importance of the affective Geographic Source: U'. S.; New)York dimension n education. Dr. S. Sarason notes problems in teacher Journal Announcement: RIEAPR81 preparation caused by the lack of a'productive theory of the Six papers'on the current and futurestate of inservice change process'. (GW) teacher educationarepresented 'in this monograph/. In the first paper, a futuristic approach to what will comprise an edqcatedperson, in the years to comeenvisions holistic education with an 'emphasisuponservice to humankind and realization of world peace..An examftletion of the f-O-ndamental needs of teachers in the second paper indicates that teachers need. lnservice programs that will provideonawakening interest in learning for its own 11ike: and encouragement for indivAdu 1 creativity. The ti third paper points out that the c quality orthelearning climate stemsbasicallyfrom the t acher's educational values. The fourth and fifth papers plbovide thoughts on positive images for schools of educalion. T final paper offers considerations) on the continuous 4 lgarning aspect of inserviceeducation and the importance of federal committmentto staff development. (430)
411 ED071208 EC050278 Psychology and the.Process of Schooling in the Next Decade: Alternative Conceptions. Reynolds. Maynard C., Ed. 'Sep 1971 275p.: Conference' Proceedingsheld December 13-17, 1970. Washington University Sponsoring Agency: Bureau of Educational Personnel Development .(0H6W/DE), Washington. D. C. Teachers Corps. Grant No.: MVO-9-336005,(725) Available .from: DepartMent of Audio-Visual Exterision (Universityof Minnesota), 2037 University Avenue. S. E., Minneapolis, Minnesota 55455 ($3.50) EDRS Price - MF01/PC11 Plus Postage. Language: ENGLISH Journal Announcement: RIEMAY73 Presented are six papers (and prepared responses) from the .. conference on psychology and the process of schbolleg at which psychologists and educatorsdiscussedways that psychOlogy could be applied in the schools whether or not it was practiced. directly by personswho were callrd psychologists. Dr. L.: Kohlberg'sipaper explains an interactional viewof learning that. draws from J. Dewey's philosophy and J. Piaget's 295 ) 14.
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also'fOr Puerto RiCan students. ED200081 HEO 3542 The first category. "Books," Public lists those in English and those in Spanishseparately, and Policyand the Financing of Higher Education in New has a section on children's literature. York. The second cateogry, Hofstra University Yearbook of Business, Series 15, "Audiovisual Materials," lists films, filmstrips, Volume 8,1980. recordings. and "others." The next McKeough, William, Ed. two categories are "Self-Contained Research Studies" and "Periodical Articles," respectively. Hofstra Univ., Hempstead, 41-1. The 1980 last category lists.bibliographies for and aboutPuertoRican 500p. students. (R.J TORS Price s MF lus Postage. PC Not Available from EDRS. Language: Eng ish Document Type: EVALUATIVE REPORT (142); COLLECTION (020) Geographic Source: U.S.; New York ED07811i UD013644 ...,,--Journal Announcement: RIEAUG81 Pupil Performance in Elementary Schools of Atlanta, Finanbing of highereducation Georgia- in New York and the.public Research andDevelopment Report, Volume 8, policies which impinge on, influence,and are reflected in the Numbers 207,23, process are explored 28-29, 31-32, 40-41, and 48. in this preliminary probe. Chapters ;Atlanta Public,Schools, Ga. include: The Need for the Study (N. J. King); Implications of 197.3 338p. Tak Policy (Mark Segal); Institutioaal Tax Exemptions and Tax EORS Price - MF01/PC14 Plus Postage. Benefiti (Steven A. Cohen); State Institutional Assistance Lang'bage: ENGLISH (Philip Hanfling); Conditional Institutional Funding (Philip Journal Announcement: RIEOCT73 M. Iovino); Student Assistance: The Basic Education Nine of the 11 elementary" schools hadsupportiveprograms Opportunity Grant (Alphonse Mekalainas); Student Assistance: funded underTitle I of the 1965 Elementary Secondary TeacherCorps; UpwardBound: TAP; Felloashlps (bonald Education. Ferranti); Title I programs typically entailed the employment Student Assistance--NDEA and Other Loans: Regents of additiogal teachers and paraprofessional school Scholarships (Carol Bernard); personnel. Planning. Cooperation, and Oneschool participated in Resource Allocation (Felix Lettieri); the Education Professions Regulation Compliance Development Actproject, a Costs Cooperative Savings, (Eugene cooperative effort between the DeClue); Indirect Atlanta Public School Systemand' Atlanta University. Inwtqa11onal Funding: The G.I. Bill (Roger One R. Ehrler); school employed,two college students to work with teachersof Institutionalk Regulation Under Public Pol y, with Finan9ial the second and third grades to provide reading activities Consequences: for Accreditation (Richer Nelson); ., and educationallydeprived ,pupils: Institutional this was funded as a part of Regulation Under Public olicy:with Financial Project Concern. Ten schools participated in the Cbmprehensive Consequences: Collective Bargaining in Higher Education Instructional Program, a locally funded program focusing (RichardNelSon). Several omissions are noted in the study, on namely: (1) the area of readeft in grades one through three andon math In the impadt of student consumerism, (2) the role grades four through playedby six. Twoschools participated in the "auxiliary enterprises, ". (3)'unionization, (4) Emergency School Assistance Program, direct funding, and (5) whichfocused on the certain .imputed, influences, no improvement of educational opportunities in mathematic; amenable to traditional research in the analysis. References ana lower one-third in achievement and bibliographies are provided for each section. (LC) in improving community relationship. One school participated in the \Instructional Assistance Program. Seven schools participated in the Career Opportunities Program', a training programfor selected paraprofessionals. Six E00854e8UD014025 schoolsparticipated in the Model Cities Educational Component. One school participated inthe Puerto Rican Pupils: A Bibliography. Teacher Corps' program. (JM) Zirkel, Perry Alan, Comp. Hartford Univ., West Hartford, Conn. Coll. of Education. Sep 1973 67p.; Teacher Corps Cycle VII Bilingual Project Sponsoring Agency: Office of Education (DHEW), Washington, 14 D.C. Teacher Corps. EDRS Price - MFOI/PC03 Plus Postage, Language: ENGLISH Juurnal Announcement: RIEAPR74 The materials listed in this bibliographyare intended as a resource for teachers and other personsconcernedwith imprbVing the educational opportunities of Puerto Ricanpupils on the mainland as sell as those"on the island. The listing hasbreadth ,and variety. but is not exhaustive. Materiaks included for each category. moreover, are not only about but f`s, OW" 4.:0"4 DIALOG Filet: ERIC - 66-82/Mar (Item442 of 637) User 9002 15apr82
HIGHER EDUCATION. (3) PROVISION SHOULD BE MADE FOR EQUITABLE E0081864UD013751 DISTRIBUTION OF AID TO ALL GEOGRAPKCAL AREAS OF THIS Pupil Performance In the Elementary Schools of Atlanta, COUNTRY ga. INTERMS OF THE STUDENTS EACH INSTITUTION SERVES, Research and Development Report, yolume VI. Numbers 24 Ind 34. (4) RECOGNITION SHOULD BE GIVEN TO THE COSTLY NA1URE OF RESEARCH April and May 1973. - a .ACTIVITIES, AND ADDITIONAL LEVELS OF COMPENSATION SHOULD BE Atlanta Public Schools. Ga. AWARDED FOR THIS PURPOSE, AND (5) May 1073 .84p. IN ADOPTING A PROGRAM, IT WOULDBE WELL TO INCORPORATE INTO THE, tORMULAA MAXIMUM EORS Price - MFOI/PC04 Plus Postage. CEILING FOR FUNDING IN ANY ONE YEAR TO Language: ENGLISH 'ANY 8NE INSTITUTION. THIS ADDRESS WAS DELIVERED TO THE GENERAL SESSION OF THEJOINT Journal Announcement: RIEJAN74 CONVENTION OF THE NATIONAL ASSOCIATION OF STATE UNIVERSITIES Pahtone of thisi two-part report focuses on the AND LAND4-GRANT COLLEGES AND THE ASSOCIATION OF STATE COLLEGES supplementary programs. partially funded.under Titles I and IV AND UNIVERSITIES (COLUMBUS. OHIO. NOVEMBER 14, 1017). (HW) of the 1965 Elementary Secondary Education Act, at Mary McLcod Bethune Elementary School. The faculty at Bethune chose,to focus on the primary clusters -- kindergarten;- first. second. andsthird grade4--for evaluation. Special emphasismas placed E0202173' EA013632 on instructional methods. The purpose of supplementary Rationale for CammUnity Volunteers In Schools. programs areto enhance and,expand existing school services: Mesa. Pete to provide a vital link between school, parent, and community: HowardUniv.. Washfngton, D.C. Eastern Teacher Corps and to help achieve the stated goals andobjectives of the Recruitment and Community Technical Resource Center. school. Bethune had four special programs! Title I,r Title Aug 4980 21p.; Prepared in collaboration withthe Texas IV-A, Teitchir Corps, and the Comprehensive Instructional Teacher Corps Network. Program. Part two of this report focuses on the supplemeritary Sponsoring Agency: Office of Education (DHEW). Washington, programs, partiallyfunded underTitre I of the 1969 D.C. Teacher Corps. Elementary Secondary Education Act, at Thomasville Heights Contract No.: 300-79-0312 Elementary School. Fpur projects were utilizedas resources in EDRS Price - MF01/PC01 Plus Postage. ' support of the iristructional program: , Comprehensive Language: English Instructional Program; E.S.E.A.. Title I; Career Opportunities OocUment Type: NON-CLASSROOM MATERIAL (055);POSITION PAPER Program;and Instructional Assistance Program. Each of these (120) projects.tontributed services design*,* meet Certainneeds Geographic Source: U.S.;'District of Columbia of the pupil population. At both 5cols, variables measured Journal Announcement: RIE9CT81 during the evaluation process included pupils' self-concept, In seeking to provide Teacher Corps personnel with reso6i-ce academic ' achievement in reading, and openness of materials that canbeutilized in establishing orpanizational climate. (Author/JR) school volunteer 'programs, this booklet offers a brief history of volunteerism in American 'schools,, reasons for establishing volunteer programs, and information about where and how to recruit volunteers. Volunteerism was an early tradition in the. ED048004 EA001207 American educational system, but has declined as schools have "QUESTIONS AS SIG AS.THE WORLD AND AS ENDURING AS ETERNITY." becomemore institutionalizedand subject Ao the control of MORSE. WAYNE - professional educators. As retrenchment becomes a byword in 14NOV 1967 10P. school finance. volunteerscanhelp20 compensate for EDRS Price - MF01/PC01 Plus Postage: inequality of educational opportunities resulting from Language: ENGLIS1j, inadequate resources and to provide services to chidren with Joyrnal Announcement: CUMREPT unique and special needs. Successful recruitment of volunteers . NATIONAL INTEREST CALLS FOPMORE ADEOUATELY MEETING depends on the clear communication of the positive impactsuch OPERATIONAL AND CAPITAL COSTS OF HIGHER EDUCATION. SOME OF THE a program can have on studenthlearning. Recruitment strategies CONSEQUENCES OF THE DECREASED FEOER LAID TO EOUCATIbN ARE must consider changing social conditions,such as the growing DISCUSSED AND PROPOSALS ,FOR OLICY CONSIDERATIONS ARE number of working mothers. If a volunteer program is presented ADVANCED! AMDN ,THE' AREAS MOST INFLUENCED BY INAOEOUATE as an opportunity to gain skills.and experierce, FEDERAL VPPOR" ARE.SCHOOL LUNCH P or to obta!n GRAMS, COMMUNITY SERVICES.- or upgrade a job, participation will bemore widespread. UNIVERSITY EXTENSION PROGOiMS,NDEA FELLbWSHIPS, FACILITIES (Author/WO) CONSTRUCT:ON. THE INTERNATIONAL EDUCATION ACT. THE TEACHER CORPS, AND THE ELEMENTARY AND SECONDARY EDUCATION ACT. PROPOSALS ADVANCED FOR POLICY CONSIDERATION INCLUDE--(1) A/D PROPUED SHOULD ENCOMPASS BOTH PUBLIC AND PRIVATE INSTITUTIONS OF-VRIGHER EDUCATION, (2) RECOGNITION,SHDULD BE GIVEN TO THE .ADVISABILITY OF EXTENDINGSUPPORT TO ALL INSTITUTIONS OF DIALOG Eitel: ERIC - 66-82/Mar (Item445 of 637) User 9002 15-apr82 1761
Americans, Greek AmeHcans. Jews. and,Afro Americans, thd 'ED203481 EA013671 groups most 1 thoroughly represented. Almost everyentry RCTR Centers' Community Based Education Training includes a paragraph-lengthdescription of its educational Conferences.. value, specific ethnic group focus. grade level applicability, Schwartz; Henrietta; And Others, andunique features. Among the 18 places to go are tours, Georgia ,Univ.. Athens: Southeastern Teacher Corps museums, and cultural centers providing artifacts, Recrultment and Community Technical Resource Center. publications. exhibits, and food. Publishers whose materials Aug 1980; 95p. stress ethnic identity and whosepublications are bilingual Sponsoring Agency: Office of4Education (ED). Washington. a'e included in the next section, as well as books, D.C. Teacher Corps. bibliographies, readers, journals. calendars of local events, Contract No.: 300 -79 -0311 and bookstores. .Over 30newspapers, radio and television EDRS Price - MF01/PC04 Plus Postage. stations are -described in the media section. Among the 73 Language: English educational facilities arecollege-sponsored ethnic studies Document Type: CONFERENCE PROCEEDINGS (021): PROJECT groups and curriculum programs. Over 100 organizations and DESCRIPTION (141) ' resourcepeople include chambers of commerce and teachers of Geographic Source: U.S.: Georgia ethnic dances. An appendix explains what teachers should look Journal Announcement: RIENDV81 for in evaluating multicultural education materials. (AV) To. strengthen community involvement through leadership development, the Teacher Corps' four regional Recruitment and CommunityTechnical Resource (RCTR) Centers in 1979 each presented a "Community BasedEducationTrainingConference" E0047019NTM000406 for their local project staffs and community copncil leaders Reactionnaire. and members. This report summarizesconfermiceplanning. McCahon, David; And Others structure, and results order to share findings and Pittsburgh Univ., Pa. School of Education. information with Corps project participants and to help them 1969 5p. design local training sessions. The first of five chapters Available from: Part of TM 000 368; not available separately gives an overview of conference design and documentation and Document Not Available from EDRS. - of the -RCTR Centers' technical assistance roles. Chapter 2 Language: ENGLISH describes the national andregional _planning proce'ss that Journal Announcement: RIEMAY71 generatedthe sessions common to all four conferences as well The teacher interns participating in the Pittsburgh Teacher as those unique to each confere-Ace. Both the common and unique Corps Pre-Service Program are divided into groups for sessions are examined in detailin chapter 3, along with data training. This 40estionnaire was designed to elicit responses onconference participants. Chapter 4 analyzes eight aspects from their trainers regarding group atmosphere, relationships, of each'conference's "culture" and the sharedbeliefs and interactions, activities, and progress during eachseparate behaviors that were developed as a result. Chapter 5 assesses session attendedbyeach group. Trainers also indicate any both successful and ungueeesul aspects of the conferences changes noted in the group, and)the direction of such changes and suggests, improvements. (Aut or/RW) (fromHostility to Friendliness, for example) during a session. After each question, the trainer is asked to comment onhisperceptionof the factors causing the change (or the lack of change). (CK) E0144867 95 50010281 Reach: A Multicultural Education Resource Handbook for the ,San Francisco Bay Area. Sykes. Vivian; Tricamo, Terese Stanford Univ.. Calif. School of Education. Jun 1977 51p. Sponsoring Agency: Office of Education (DREW). Washington. D.C. Teacher Corps. Contract No.: DEG-G007502009 EDRS Price - MF01/PC03 Plus Postage. Language: ENGLISH Document Type: BIBLIOGRAPHY (130 Journal Announcement: RIEFEB78 The guide will help, elementary and secondary school teachers to iidentify resources for multicultural education in the San Francisco Bay Area. Over 250entries are includedabout American Indians. Mexican Americans, Chinese and Japanese
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ED'176242 CS005023 ED158229 CS004268 Reading toChildren: One-in a Series of Parent Trainirig Readingin the MiddleSchool Using an IGE/Tesche Corps Workshops. A Mini-Course. Trainer's Manual. Instructional Model. Burgess, Joanne Golub, Lester S. // Maine Univ., Farmington. May 1978 44p.; Paper presented at the AnnualMeeting of Jun 1979 37p. the International Reading Association (23rd, Houston. Texas., Sponsoring Agency: Bureau of Education for the May 1-5,1978) Handicapped (DREW /0E3. Washington. D.C.; Office of ucation (DHEW). EDRS' Price - MFOI/PC01 Plus Postage. Washington. D.t. Teacher Corps.. Language: English Contract No.: 451AH60892; G007700127; G0077 128 Document Type: CONFERENCE PAPER (150) EDRS Price - MF01/PCO2 Plus Postage. Geographic Source: U.S.: Pennsylvania Language: English Journal Announcement: RIEJAN79 Document Type: TEACHING GUIDE (052) Combining goals from Teacher Corps and IndividuallyGuided Geographic Source: U.S.; Maine Education Programs, thispaper presents seven mutually, Journal Announcement: RIEFEB80 exclusivegoals for teachers of middle school reading The purpose of the mini-course described in this -training programs. Theyare: teachers will learn to conduct a needs manual is to provide parents with information and techniques assessment; teachers will involve parents and thecommunity: that emphasize the importance of-reading to children teachers and to will use multicultural considerations in the reading increase their proficiency in handling the task. The manual program: teachers will use individualized diagnostic/prescrip- includes descriptions of the complete course: its objectives, tive instructional approaches; teachers work recommenc3d readings, lists of handouts and teaching aids, and collaboratively with school staff, parents, faculty, Teacher its various sessions. Copies of the slides and transparencies Corps interns: student teachers, and students; teachers, with used in the course are also included. (FL) studentand parent involvement, will evaluatestudents' progress' toward learning objectives: and each teacher's performance will beobservedand critiqued for continuous improvement of the reading program. The statement of each goal is followed by suggestions for implementation. (TJ)
E0139591 CS001625 Reading Skills Development; An Instructional Module. Toledo Univ., Ohio. 1972 70p. EDRS Price - MFOUPC03 Plus Postage. Language: ENGLISH Document Type: CLASSROOM MATERIAL (050). Journal Announcement: RIEDEC75 This instructional module is designed or Teacher Corps interns'who need b., knowhow to effective) 91 teach reading developmentskills to inner-city elementary."tchool children. The-first part of the document is a brief overview of reading in theelementary school and includes a flow-chart and the rationale and objectives of the TeacherCorpsProgram. The following four fields of a total, readingprogram are described: basic developmentcl reading, reading in the content fields, recreational reading, and remedial reading. The second part of the document is amodule for skill developmpnt in reading. The thirdpart of the document is a module for diagnosis of rsading abilities. The final section of the document coversmiscellaneous torics and skills, such as spelling, writing, choric speaking. questioning, psychological foundations of reading, and readability, (TS)
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trainees during the following school year. The study was ..E0180379 '1.1E012116 A sponsored by Teacher Corps, Washington. The one month training Reauthorizationof the Higher' EdUcationAct and Related .session was the Teacher Corps Member Training Institute (CMTI) Measures.' Part' Or. Hearing Before the Subcommittee on held in duly. 1975. Tpe.critique of the time-series designand Postsecondary Education of the Committee on Education and the supportingdata analyticprocedurefocuses upon their Labor. House of Representatives, Ninety-Sixth Congress, Fii,st Application to program evaluation. Three questions areposed Session. (Wayne: Michigan, on May BS. 1979). and answered in this critique: (1) What Os time-series Congress of the U.S.. Washington. D.C. House Committee on descriptionand time-series analysis?, (2)11 What can EduCation and Labor. time-series design and analysis tell the evaluator? (1.e.. Are May 1979 329p.; Not available in paper copy due to there certain kinds of evaluation marginal legibility of original document questions that' are especially applicable to a time-series design and analysis?), Available from: Superintendent of Oocuments, U.S. Government and (3) How can one make time-series design and time-series Printing Office. Washington. DC 20402 analysis work in an evaluative setting? (i.e., some practical MRS Price - MEW Plus;.Postage. PC Not Available from EORS. considerationsand limitations when applying the time-series Language: English design and analysis to program evaluation). Docum6nt Type: LEGAL MATERIAL (090) Where applicable, examples are used from the CMTI evaluation study. Time-series Geographic SOUrce: U.S.; District of Columbia is suggested to be an alternative evaluation design and data Journal Announcement: RIEMAY80 analyticprocedure that can beespecially ,applicable Government: Federal to evaluators who wish to illuminate the process and the Transcripts of impact hearingsbefore the House Subcommittee on of. an educational program as well as measure its effect in PostsecondaryEducation corcerning the reauthorization of terms of intended outcomes. (Author/RC) TitleV of the Higher Education Act, the reacherCorps and Teacher Training Programs, are presented. The Teacher 'Corps 'program is intended to act as a supplement to Title I of the Elementary and-Secqndary Education Act bybroadening teacher E0097329 95 .SP008491 preparation programs through cooperative arrangements with RelatedProblemsandStrategies forthe'Developmcnt and local school districts, colleges, and univensities. It also i programeto implementation of CBTE Programs. involves assist local school' districts and Masla, John A.; Arengs, Robert L. institutions of higher education in operating teacher centers State Univ. of New Ybrk, Buffalo. Coll. at Buffalo. designed to improve school curricula and the inservice Feb 1973 24p. development of teachers. The hearings, held in the.-State of Sponsoring Agency: Office of Education (DHEW). Washington, Michigan, °focus on Teacher Corps and Teacher Center progrqms D.C. Teacher Corps. in that state. Testimony is presented from representatives of EDRS Price - MF01/PC01 Plus Postage. Michigan colleges and universities, school districts, and Language: ENGLISH state programs, as well asby representatives of national Document Type: RESEARCH REPORT (143) programs and the federal government. (SF) Journal Announcement: RIEFEB75 This paper discusses aspectsof competency-based teacher education in order to provide useful information for developers. Some essential elementsof a competency-based E0138650 TM006315 program are described, and three approaches for bringing about Reflections Upon the Use of Time-Series Design and Analysis programmatic and organizational changes for Program Evaluation. necessary for competency -base' program development are defined. 'dvantages Fox, G. Thomas, Jr.; And Others and disadvantages are listed for eachof these .Apr ;977 65p.; approaches. Paper presented at the Annual Meetingof Problems that reflect a variety of strategies employed in the American Educational Research Association (61st, New. Nork. programs at the State University College in Buffalo, New York, April 4-8, 1977) New York are identified anddiscussed: (a) the identification and ERRS Price - MF01/PC03 Plus Postage. verification of competencies, (b) the development of a Language: ENGLISH delivery system, (c) the initial involvement of faculty, Document Type: RESEARCH REPORT (143) (d) thedegree of field-centeredness, (e).,the dilemma Journal Announcement: RIESEP7/ of assessment and record `keeping, and (f) scheduling for An alternativeevaluation procedure is critiqued that individualizedand self-pacing instruction. A five-item Utillies both a time-seriesdesign and a time-series data bibliography is included, and "Handbook for the Development of analytic procedure. Thebases for thiscritique are the Instructional Modules in Competency-Rased Teacher Education authors' experiences and reflections upon their involvement in Program" is appended. (PD) a recently completedevaluation project that used a time-series approach. Thle study was a sixteen month evaluation of aonemonth training event and its impact on teacher v 31d ry DIALOG Filet: ERIC - 66-82/Mar'(/tem. 454.of 637) User 9002 15apr82 1764
Report of the 5th Cycle Teacher Corps Project. ED185049 SP015908 . . Monroe. George E. , ,Relationshipidlof Inservice. Traini to Classroom Teaching Illinois Univ.. Chicago. Chicago Circle Campus. Models', Management Styles, an4 Student Achievement. Aug 1972 T: .29p. Spaulding, Robert L. i ;'. EDRS Price = MF01/PCO2 Plus Postage. Apt; 1980 3tp.; Paper preSented at the Annual Meetingof Language: ENGLISH the American Educational Research Association (Boston. MA. Journal Announcement: R/EJUNT4. April 10. 1980). The Fifth Cycle'Teacher Corps Project was undertaken Sponsoring Agency:, Office of Education (DHEW). by the Washington. University of Illinois at ChicagoCircle'to a) fulfill a D.C.,Teacher Corps. stated mission of a university EDFfS Price - MFO1 /PCO2 Plus Postage. especiallycreated to help resolveurban' problems, b) Language: English find effective ways to help en inner-city community-utilize its own resources, and c) Document Type: CONFERENCE PAPER (150); RESEARCH REPORT (143) conduct research on, the effective uses of evaluation in Geographic Source: U.S.; California education reform projects. The project was set in the Pilsen, Heart of Journal Announcement: RIEAUG8O Chicago. and South Lawndale The communities in the center of impact of Teacher Corps inservice training on classroom Chicago. This area contains the central cluster of the second management and instruction is outlined. Various indexes and largest urban group of Mexican-Americans in the United States. measures of presageand process variables are described and Many school-aged children speak little or no English. The their probable influence on student achievement in reading and schools, however. are still staffed mostlyby "Anglo." mathematics is specified in a Series of hypotheses The personnel who do not speak"Spanish and whoknowvery little relatignships of presage variables to process variables were about 'e Mexican culture. By Board of.Education edict, the examined by zero-order correlations.' t The possible public 4 nools were off-limits to parentsuntil 1968. Even generilizstion of training to the nature: teaching styles of after the schools were "opened." community residents continued the teachers was testedwith a correlated t-test. The tofeel unwelcome on school, premises and insecure in- school influence of teaching modelsand classroommanagement affairs. This document recounts the procedures. efforts to develop a as taught in the Teacher Corps ;inservice training bilingual. bicultural ubran teache," education program in activitieS, on which theachievement of pupils was examined by the community played an active role. It deals with the origin multiple regression, analysis., Results ,Oft thestudyare of the project. operational problems encountered, solutions presented in bothnarrative and tabular form and the attempted, and the- critical, functions of systematic einstruments used in,the research are appended. (Author/JO) evaluation. Also.included are statements of conclusion by the development coordinator. (A related document is 5P 007 730.) (Author/DOD) 0087746 5P007730 Report of an Urban Education Reform Experiment: Problems and Promises., Section II: Project Eviluatton. Supplement to the Final Report of the 5th Cycle Teacher Corps Project.. Rippey. Robert M. 'Illinois Univ.. Chicago. Chicago Circle Campus. Aug 1972 236p.' EDRS Price,- MF01 Plus Postage. PC-Not Available from EMS. Language: ENGLISH Journal Announcement: RIEJUN74 This document recounts the efforts of en urban college of education (theone at theUniversityof Illinois/Chicago Circle) to develop & cooperativeprogram in urban teacher eckication. It deals, with the origin of the project. operationalproblems, encoUntered, solutions attempted. critical functions of systematic evaluation. Also included are statements, of conclusion by the development coordinator. (Related document is 5P 007 730.) (Author/000)
E0087745 AOO7729 Report o an Urban Education Reform Experimens: Problems and Promise. rt I Project Development. Supplement to Fin 3U7 r
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usedby °individual/8 and ED207958 SP018754 projects. Ten a recommendations summarize thefinding,: (,1) Resort of Summer. 1980 The National Conference should Workihop. Roosevelt last no more than four days; (2) Specific learning and University /Chicago Board of Education Teacher Corps Project. \donsolidatfon activitiesmustbe Ginsbergllick: Melnfck. Curtis provided for all; (3) 1Projects and fndtyfduals should be told that theyare expected ChicagosBeird of Education. I11.741sevelt Univ.. Chicago. to or:lenge their own time to allow fcP planning, thinking. Ill. talking, and reflecting: 1981 (4) The National Conference should 49p.; For related documents. see SP 018 .757-758. -provfdeceessfons to assist projects EDRS Price - MFO1 /PCO2 Plus Postage. fn designing follow-up activities that are beyond typical Language: English discussion and meeting modes: (5) The parity of the Community fn projecti planning. Document Type: PROJECT DESCRIPTION (141) '?r implementation, curriculum development, evaluaifon, and Geographic Source: U.S.: Illinois documentation needs to be made more vfsable, Journal Announ ement: RIEFEB82 even at the risk of decrease fn professional content; (6) The Conferenceshould An overview' fs presented of the planning, activities and evaluation of continue to invite controversial and trend-setting predentors; /lcTeacher Corps summer workshop held fnChicago (7) Thepurposesanddesign, of in 1981. Participants fn the fifteen-day workshop the conference should be were facUlty reiterated often: (8) The conference should and administrators from the Hyde Park Career Academy and continue its Dumas extensive documentation and evaluationprocesses; elementary 'School. communitycouncil members, (9) and Teacher Presentors should be aware of the intent of the conferences; Corps interns. The purposes of the workshop were to providean and (ip the conference should exist. (MM)g ..opportunity forparticipants to work together on the identification and solution of school-related problems,and to produceplans of action to guide the collaborative efforts of Teacher Corps staff and schoorand community persons toreach the overall school improvement goals df.the Teacher Corps. Participants gave high ratings to - the small-group. task-orfentedlapproach. (JD) .., Ds
. E0135735 95 SP010781 Report to Teacher Corps Persanel on the 10th and 11th Cycle Teacher Corps Developmental Conference (.July 18-23. 1976). No. 150. Goddu. Roland:.Ducharme, Edward NebraskaUntm.. Omaha.: NewEngland Program fn Teacher Education. Durham, N.H 1 Oct 1976 70p.: Fur related document. see SP 010 780 = Sponsoring Agency: Office of Education (UHEW), Washington, O.C. Contrect No.: 300-76-0228 Available from: University of Nebraska at Omaha. Center for Urban Education. 3805 North 16th Street. Omaha. Nebraska 68110 ($7.00) EORS Price - MF01/PC03 Plus Postage! ' Language: ENGLISH pocument Type: PROJECT DESCRIPTION (141) Journal Anhouncement: RIEJUL77 This is the final in a series of evaluativedocumentations on the 1976 TeacherCorpsConference. It is based on an extensive review of the informationsubmittedonpre- and post-conference assessment forms, on.individual session forms, onproject team forms, and on extensive and numerous written comments. The focus of the critique was to analyze the utility of the conference cor project teams in' learningabout (a) Teacher Corps. (b) expectations about roles,(c) improved or additional content for projects. (d) products that couldbe usedonly by the project, and (e) procedures that should be 3U9 DIALOG Filet: ERIC - 66-82/Mar (Item 459 of 637) User 9002 15apr82 per 1766
education. Collaborptins exists between university faculty E0188688 JC800353 and, .1 rural school staff despite distances involved Report to the Legislature, Assembly and sharp Ways andMeans increases in costs, but development of on-site Subcommittee 0, ass Recommended in Supplemental' Language to facilitators is crit cal to making collaboration work., the 1979 Budget Act.(Iteir382.1), Evaluating the Role of the College scholarships and low-interest loansoffered to yqung local California Community Collegesin Meetingthi Need for people who agreeto return as teachers in local schools can Bilingual Teachers in California. alleviate the problem of attracting and keeping qualitystaff. California ,Community Colleges. Sacramento. Office of the Weekly conferehce call sessions anduse of videotape are . Chancellor. possiblesolutions to problems which distance creates for the Nov 1919 15p. delivery of supportive inservice training. EDRS Price - MFOI/PC01 Plus Postage. Utilization of on-site fscilitators, combined withan orientation towardmore Language: English individualized and staff-based inservice, Document Type: NON-CLASSROOM MATERIAL (055) can greatly improve a small district's staff development. efforts. A consistent Geographic Source: U.5.; California finding.'relevant tq the improved school climate objective. is Journal Announcement: RIENOV80 that morale of staff, students, Government: State and community residents is generally high'in rural arias. Progress has been mixed with In recognition*of the critical need forbilingual' teachers regard to and in Teacher Corps objectives focusing on multicultural thebelief that bilingual teacherscanbe most education and needs'of exceptional students. efficiently recruited and trained in Etablishment of the community college. anoffice' or. center for rural education seems essential to the Chancellor'sOffice of the California Community Colleges meeting objectives of. InstitutionalizatiOn, demonstration,and has developed several recommendations for a career ladder dissemination, .A land grant universitywould bean ideal transfer program in bilingual education. The first of these location for this. (CM) recommendations calls for merging the two state-supp8rted bilingual trainingprograms--the Bilingual Teacher Corps.and the .Bilingual Crosscultural Teacher Development Grant Program--toform a singleBilingual Teacher Grant (BIG) E0183561 SP015820 Program. The community colleges were selectedas the most Reports on Demonstration, Program Evaluation, appropriate and Technical institutions to implement the program because of Resources. Teacher Corps Task Forces. Document I. their accessibility to potential bilingual teachers, closeness Nebraska Univ., Omaha. Center for Urban Education. to the lodal community, and experience in working effectively Dec 1977 80p. with local distric+s and community leaders. The Chancellor's Sponsoring Agency: Office of Education (OHEW). Washington"; Officerecommends that in selectingrecipients for the D.C. Teacher Corps. -Bilingual Teacher Grants. factors such asbilinguality, Contract No.: 300-76-0156 teacher aide and community experience, and financial needbe MRS Price - MF01/PC04Plus Postage. taken into account. Additional recommendations relateto: (1) Language: English strong central program direction housed in the Office of the Document Type: EVALUATIVE REPORT (142): RESEARCH RFPORT Chancellor; (2) the expansion of current efforts.in recruiting (143) .and training until the need for bilingual teachers is met; and Geographic Source: .U.S.; Nebraska (3) not using ExtendedOpportunity Programs and Services Journal Annyuncement: RIEJU!80 funds. (AYC) A shift in the priorities set down in the TeacherCorps' rules increases the amourt of time and attention paid to local projects rather than to large programp. Three Teacher Corps task forces convened to study ED202613 RC012622 the implications of the new rules and the realities of local project operation. Reports from the Field: Teacher Corps in Rural Sites. The reports of the task forces are contained in this document.The Timpson, William M. groups' discussions and recommendations concerning the Apr 1981 lip.; Paper areas presented at the meetino of the of program/project demonstration, programevaluation and American Educational Research'Association (Los Angeles CA. evaluation methods. and technical resource April 1981). use and aveilablity arepresented. An introductory chapter examines' the EDR5 Price - MF01/PC01 Plus Postage. interactive elements in all three subject areas, LanT2age: English and presents general recommendations concerning the organizational Document Type: PROJECT DESCRIPTION (141): CONFERENCE PAPER structures supported in the work of the three task forces. The ( 150) text .alsosuggests the need for further analysis prior to Gengraphic Source: U.S.; Colorado implementing additional Teacher Corps programs. (Author/LH) 1 Journal Announcement: RIEOCT81 Teacher Corps experience in meetingCorps objectives in rural '1 sites provides a rich source of information about rural 4.1; 311 DIALOG Filei: ERIC - 66-82/Mar (Item 462:of MIF 637) User 9002 15apr82 1767
occurring in the field, are seen as arbitrary and E0109109 955P009358 tot very helpful. In illustrating this thee's. the author develops a Research 'undEvaluation In Operational Competency-Based design generally regarded as a "research" des.gn and shows the . Teacher EdUcatiotl Programs. evaluative purposes for which the designmay gickson. George E., Ed. beP used. A TeacherCorps/Trenton ak ersey)" State Toledo Univ., Ohio. Coll. of Education. College/Trenton Public Schc -1 inservic0110logr for the improvement of reading Educational Comment. n1 1975 instruction skills was has $ t the subject of 1975 127p. the study. Obsenvatfbnal date changedue to training. SponsoringAgency: National Center for Improvement of effectiveness of vary Jiltping programs. and the Educational Systems (DHEW /DE), Washington. D. C.; National relationshipbetween change /level of teacher skills and pupil ansortium of Competency -Based Education Centers, Toledo. gains in reading are presented. The data, 0:11o.; Office of Education (DHEW). essentially of an Washington. D.0 Teacher evaluative nature, i Corps. extensively interpreted to illustrate the contention that researchers are also learningabout the EDRS Price - MF01/PC06 Plus Postage. nature of teaching and the structure of teaching performances. Language: ENGLISH The evaluative data also yield information"on the relationship Document Type: RESEARCH REPORT (143) betweenkinds of teacher performances' and pupil learning. Journal Announcement: RIENOV75 \ Through this interpretation, the author illustrates that by This is a collection of papers presented at a 1974 carefully designing a study. onecan achieve two goals: first. conference on research and evaluation in operational one can develop an understanding about teaching performances competency-based teacher education (CBTE) progvms. Two related to pupil learning; and two, the effectiveness of ideas conceptual models for research and evaluation of CBTE about what constitutes the appropriate substance of training activities werepresent at the conferenfe and the and whether or not the chosen methods are effective can Le presentations of t models are the first t o chapters of evaluated. (MJB) this collection: "A Comprehensive Medley-Soar To edo Model for Research in Teacher Education' and "The Drego Colieg& of Education--Teaching Research Division Paradigmor Research on Teacher. Preparation." Four papers on sup rt syptems which £0146171 95 SPO1i884 must be involved in research and evaluation in CBTE follow: "A Research Findings. Improving Learning Opportunities: IMPACT Computer Management System for PerformanceBasedCurriculum Series. No. 8. (Comspec);" "F,ield-Based Support Systemsfor Research and Lincoln Public Schools, Nebr.; NebraskaUniv., Lincoln.' Evaluation:" "From Rock Through Melon to Mush: The Place of Teachers Coll. the Teaching Cen +ar in Research and Evaluation:"and "Support 1977 23p.; For related documents, see SP011 878-84 and 728 J Systems to In-Service CBTE Personnel. On Campus andOff SponsoringAgency: Office of Education (OHEW) Washington. Campus." The next paper is a discussion of the comprehensive D.C. Teacher Corps. research and evaluation model developed at theUniversity of Contract No.: OE 600-750-3580 Toledo which is beingused to evaluate the,university CBTE EDRS Price - MF01/2C01 Plus Postage. program at both elementary and secondary teacher education Language: ENGLISH levels. The final paper is a "Proposal for a Consortium of Document Type: PROJECT DESCRIPTION (141) States to Develop a National Program to ImproveTeaching Journal'Announcement: RIEMAR78 Effectiveness.' (Author/JA) This booklet is the final volume in a series of eight that describe the Tenth-Cycle Teacher Corps Program of thn Lincoln. Nebraska, Public School SysteMand the University of Nebraska-Lincoln, and reports research data EDI52766 documenting the SP012568 - achievement of the Program's three goals. The first goal was Research as Evaluation. Evaluation as Research. to improve the delivery of educational opportunities and McDonald. Frederick J. services to project learneri by using diagnostic-prescriptive Educational Testing Service. Princeton. N.J. teaching approaches to individualize4personalize instruction. Feb 1978 32p.: Paperpresented at the Annual Meeting._ Goal two mandated the development, implementation, evalmition, AmericanAssociation of Colleges for Teacher Education andrefinement of a comprehensive mode; for competency based, (Chicago, Illinois. February 21-24, 1978) teacher education. Goal three was to involve school. EDRS Price - MF01 /PCO2 Plus Postage. university. andcommunity in activecollaboration aimed at Language: ENGLISH program development. Charts, tables and attitude survey Document Type: CONFERENCE PAPER (150. results are presented to document the assertion that all three Journal Announcement: RIEAUG78 goals were met with a high degree of success. (MJB) The sharply drawn distinction betweenresearch and evaluation, and the equally sharpdistinctionbetween the carefullycontrolled laboratory-type experiMent and ttiestudy
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curriculumpractitioners; content is aimed at affecting E0194519 SP017080 administratfvestyles and the construction and implementation Research, Adaptation. & Change. of curriculum. An introduction relates a brief history of Morris. Lee A., Ed.; And Others Indian Educationandreports that the most fundamental need Oklahoma Univ., Norman. presently is for a change its point of ,view. Chapters one and 1980 176p. twoaredevoted to the administrative leadership styles Sponsoring Agency:. Office of Education (DHEW). Washington.-----Thecessary for programming; the third and fourth discuss the D.C..' Teacher Corps. administrator's role in thedevelopment of Contract No.: 300-78-0466 instructional progi-ams; the fifthandsixth use specific bilingual EDRS Price - MF01/PC08 Plus Postage. programming to show the relationship a curriculum must have to Langpage:'English particular Indian values, experiences, and needs; and the Document Type: SERIAL (022); EVALUATIVE REPORT (i42) seventh, eightieand ninthchapters report studies on Geographic Source: U.S.; Oklahoma inservice, financial planning, and leadership programs which Journal Announcement: RIEMAR81 are designedto assist theadministrator to successfully Research adaptation is anendeavor that implies' solid facilitate effectivechanges in Native American education. collaboration among school practitioners and university and (JD) college researchers. This volume addresses the broad issues of research as an educational endeeyor, adaptation as a necessary function associated with applying research findings to school situations, -,nd change as an inevitable phenomenon as well as E0185019SP0i5773 a positive Consequenceof researchadaptation ,and practical Residual Impact of the 1975 MI. application. Articlesdevelop the concepts inherent in the Fox, G. Thomas; And Others collaborative effort and provide some practical insights based Wisconsin Univ., Madison. School of Education. on experience in efforts tomerge research adaptationand May 1978 251p. eduCational change. Sections concerning the credibility and Sponsoring Agency: Office of Education (DREW). Washington, collaboration of research, adaptation and educational change. D.C. Teacher Corps. conceptsand ideology of change, and planning and assisting Contract No.: 300-77-0500 change include articles on: (1) the quest for scientific and EORS Price - MF01/PC11 Plus Postage. practical credibility of educational research; (2) Language: English collaborative'action research; (3) the social- and political Document Type: EVALUATIVE REPORT (142); NON-CLASSROOM context in which some research projects operate; (4) research MATERIAL (055) adaptation'as a change process; (5) the aura of change; (6) Geographic Source: U.S.; Wisconsin analyses of change ideologies; (7) changemodelsas a Journal Announcement: RIEAUG80 framework for project evaluation; and (8) technical Thisreport is the result of investigations into assistance. (-CJ) the residual or long-term impact of the 1975 Corp Member Training Inatitute (CMTI) of the Teacher Corpson Institute participants. Singled out for investigation were the trainers, the trainees. and the evaluators of the program. The impact of E0192945RC012190 the CMTI on the Teacher Corps projects and schools Reservation Schools where the and 95-561: The Administrator and the trained interns were placed is also examined. The methodology Curriculum. of the study of each of these investigations is discussed, and Foster, Carl G., Ed.; And Others detailed reports of each are given. A working hypothesis based Northern Arizona Univ.. Flagstaff. on findings is presented and recommendations to TeacherCorps 1 Aug 1980 79p. for future training events are made. (4p), Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Grant No.: 0007803217 EDRS Price - MF01/PC04 Plus Postage. Language: English Document Type: COLLECTION (020); NON-CLASSROOM MATERIAL (055) Geographic Source: U.S.; Arizona Journal Announcement: RIEFE681 This collection of nine essays and reports Whichdeal with issues of importance in the progression of Native American education was published by members of the DineTeacherCorps Project '78 in en effort to stimulate the thinking of DIALOG Filei: ERIC 66-82/Mar (Item 468 of 637) User 9002 15apr82 1769
pupils in,grades K-6. Its purposes are to: (1) "foster E0143660 95 SP011534 understanding of the cultureand (2) engender a positive Resource Guide for Znservice Teacher Education. Washington self-image and pride of cultural West background within School District, Vermont. Teacher'Corps Reports: Mexican/Chicano pupils. The materials are divided into nine Inservice Development Processes. sections:. (1) Calendar of Cultural Events: (2) Mexican/Chicano Washington West School District. Vt. Classroom Activities: (3) Mexican/Chicano Arts and Crafts; (4) 1977 319p.; For related documents, see SP 011 534. 535. Mexican Dances; (5) Mexican/Chicano Songs; (6) Mexican/Chichno and 536 ; Some parts may be marginally legible duetoprint Proverbs, Poems. Rhymes. Limericks. Tongue Twisters, quality of the original document and Riddles; (7) 'Mexican/Chicano Games; (8) Mexican Holidays and Sponsoring Agency: Office of Education (OHEW), Washington. Cejebrations: and (9) Historical and Contemporary D.C. Teacher Corps. Mexican/Chicano Personalities. Much of the material should be Contract No.: 300-76-0303 utilized as background informationby the teacher. EDRS Price - MF01/PC13 Plus Postage. The activities may be presentedas schoolwide, classroom, Language: ENGLISH small-group, or free-choice projects. Some of thematerials Document Type: PROJECT DESCRIPTION (141) are presented in bothEnglish and Spanish, some only in Journal Announcement: RIEJAN78 Spanish, and some only in English. An index is provided for This guide for inservice teacher education isdesigned for easy reference. This publication is intended to be used along use by teacher groups in planning inservice. Short substantie with the recording "Estudiantina 'El Cid' de Calexico". (NO) narratives arefollowed by practical exercises to help teachers plans anddevelop inservice education. find resources. useoutsideassistance, and understand the potential functions of inserviceeducation. ihe model ED207956 SP018757 presented is essentially an approach to planning, beginning Resource Papers Monograph. Roosevelt University-Chicago with needsassessment d continuing through delivery of Board of Education Teacher Corps Project. inservice. Emphasis is placed on the special conditions of Wsherg. Rick, Ed.: Melnick, Curtis C.. Ed. rural schools and ru al- teachers. although the materials are . Chicago Board of Education. Ill.; Roosevelt Univ., Chicago. generally useful to others. Topicscovered include the Ill. following: (1) types of teacher inservice education; (2) needs 1981 60p.; For related documents, see SP 018 754 and SP assessment; (3) meeting and workshop format; (4) 018 758. parent/community awareness of inservice teacher education: (5) Sponsoring Agency: Office of Education (OHEW). Washington, release time models: (6) institutions of higher education and D.C. Teacher Corps. local education agencycollaboration: (7) funding 'for EDRS Price - mF01 /Pc03 Plus Postage. inservice education; (8) school board awareness; (9) Language: English governance: (10) administrative support; (11) negotiations and Document Type: PROJECT DESCRIPTION (141) inservice; (12) the role of the state department of education: Geographic Source: U.S.; Illinois (13) rural teacher centers. A bibliography for further reading Journal Announcement: RIEFEB82 follows each of the twelve sections of the manual. (JO) This resource monograph represents the collective efforts of individuals involved in all facets of the Roosevelt University Teacher Corps Project. The project goals were fostered through bi-monthlycommunity council meetings, summerworkshops, £00971380 RC008140 multicultural education conference, and avariety of other Resource Materials forTeaching Mexican/Chicano Culture; activities. Articles and reports are presented from project Grades K-e. staff members, the community council, teachers and Aceves. Edward A., Comp. administrators in participating schools, and Teacher Corps San Diego City Schools, Calif. interns. The purpose of the monograph is todisseminate 1973 403p. successful practicesandprograms generated by the project, Available from: Office of Materials Development. Programs and to provide an opportunity for self-evaluation on thepart Division, San Diego City Schools, 4100 Normal Street, San of project members. (JO) Diego, California 92103 ($6.00) Document Not Available from EDRS. Language: EHGLISH Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIEFE875 Prepared for elementary teachersby teachers .of the San DiegoCitySchools andparticipants of the San Diego State University Teacher Corps Program, this 'publicationpresents basicmaterials for teaching the Mexican/Chicano culture to
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Document Type: BOOK (010) ED166935 FL009957 Journal Announcement: RIESEP7 Resources inBilingual Education: A Preliminary Guide to The purpose of this nine-chapter book is to (a) Government Agency Programs of Interest ferret out to MinorityLanguage Ideas and recommendations for Groups. revitalizing and reconceptualizing inservice education, and (b) replicate or National Clearinghouse for Bilingual Education, Ar,lington, adapt the Wqrkshop, on Reconceptualizing Inservice Education Va. for which the first seven chapters were written. Chapter 1 Jul 1978 69p. nib examines' thehistorical forces which have developed and how Sponsoring Agency: National InSt. of Education (DHEW), characterize inservice education, and examines future Washington, D.C. prospects. Chapter 2\describes Washington State's experience Avatiable from: National Clearinghouse for Bilingual with process standards adopted in 1971 for the preparation of"' Education, 1500 Wilson Boulevard, Suite 802, Rosslyn. Virginii school professional per4sonnel. 22209 ($4.50) Chapters 3-5 discuss concrete experienceswith collaborat-ikel---In Washington EDRS Price - MF01/PC03 Plus Postage. State and abstractconsiderations 'of inservice Language: English education. Chapter 6 questions traditional practices, functions, andterminology Document Type: DIRECTORY (132); PROJECT !ASCRIPTION (141) regarding certification and lnservice education, and considers Geographic Source: U.S.; Wirginio new roles for teacher orgbnizations in a changing political Jouinal Announcement: RIEJUL79 context.. Chapter 7 presents a discussion based This document identifies some government on a agenciesand the pre%/orkshop reading of chapters 5 and 6. Chapter 8 reports on programs they administer that address minority group needs and the discussions of 87 selected people who read the first is the first section of "Resources in Bilingual Education," seven a chapters, examined the purposes and assumptions stated publication designed to address the information needs of the earlier, and developed bilingual recommendations for rethinking community. The format is designed to provide easy inservice education. Chapter 9 is one person's reflections on identificationof available funding, contact person, prior chapters, authorizing observations from listening to the 87 people legislation and regulation or guideline location. as they deliberated, and perceptions of necessary next steps. The overall agencies that are included are: the National (Authah/P8) Institute of Education, the U.S. Office of Education, the U.S. Department of the Interior, and the U.S. Department of Labor. 41 number of programs are described within the bureaus of the agencies. Among thetlistings are: (1) Civil Rights Technical Assistance and Training, Educationally Deprived Children, and FollowThrough Programs under the Bureau of Elementary and SecondaryEducation; (2) Adult Education andBilingual Vocational Training under the Bureau of Occupitional and Adult Education; (3) Bilingual Educationunder the Office of Bilingual Education; (4) Indian Education under the Office of Indian Education; (5) Vocational Education under the Office of Research and Planning; and (6) Teacher Corps and Ethnic Heritage Studies Program under theOffice of Education. Information on Federal Government publications andother publications are included, and Congressional commitfeesand subcommittees and Congressmen are listed. (SW)
ED106300 95 SP009217
Rethinking In-Service Education. t." Edelfelt, Roy A., Ed.: Johnson, Margo, Ed. National education Association, Washington, D.C. 1975 92p. Sponsoring Agency: Office of Education (OHEW), Washington, D.C. Teacher Corps. Available from: NEA Publications, Order Oepartment, The Academic Building, Saw Mill Road, West-Haven, Connecticut, 06516 (Stock No. 0523-6-00) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Language: ENGLISH 313 DIALOG.Filei: ERIC - 66-82/Mar (Item 473 of 637) User 9002 15apr82 1771
education .for NativeAmericans; and 8) improvement of the ED138548 95 SP010961 educational environment. Several Teacher Corpsprojects are Reviewof theLiterature on Team-Teaching in Mathematics. described. (CJ) Teacher Corps Mathematics Work/Study Team. Working Paper No 3. Bogle. E.G.; And Others Stanford Univ., Calif. E0102133 95SP008915 Nov'1975 16p.; For related document, see SP 010 959 Role of the Team Leader (Correctional Education ProOam). Sponsoring.Agency: Office of Education (DHEW). Washington, Gromfin, Annette D.C. Teacher Corps- University of Southern California, Los Angeles. Center for EDRS Price - MFOI/PC01 Plus Postage. Research in Teacher-Education. Language: ENGLISH .1974 13p. Document Type: RESEARCH REPORT (143) Sponsoring Agency: Office of Educetioh (DHEW), Washington: Journal Announcement: RIESEP77 D.C. Teacher Corps. This document isa collection of abstracts of research EDRS Price - MF01/PC01 Plus Postage. studies on team teaching in mathematics. The research reviewed Language: ENGLISH for thispaper revealed littledifference 'between team Document Type: PROJECT DESCRIPTION (141) teaching and traditional instruction. Some trends suggested by Journal Announdiment: R/EJUN75 the literature reviewaresummarized according to grade The role of team leaders in leadership and management of levelelementary, juniorhigh, or post-junior high. The instruction for children in portal learningcenters is. majority of available research dealt withelementary school discussed. Thesecentersare designed students. to meet needs and When studies indicated significant differences in interests of hirnly mobile, nonconfronting youths pupil achievement, unable to the traditional classroom was favored. In accept traditional classroom routine. The current project is studies that investigated attitudes,- teachers were found to working with the development of open environments for learning prefer team - teaching. In the junior high setting, it was found through learning centers that allow students to begin at their that traditionallytaught pupilsperformed significantly own level, create from their own experiences, learn at their better than team-taught pupils in onestudy, and no ownpace, and allow for immediate success patterns. Program significant differences were found in other studies. It was objectives are stated andcriteria andcharacteristics discovered for that students preferred the traditional classroom, assessment of the portal learningcenters are discussed. although evidence also suggested thatI team-teaching improved Characteristics are listed that define the the ,self-concept role of team of somepupils. Only one study involved leaders in relation to interns and other adults. The team education beyond the junior high level--in a college algebra leader's role Is also discussed in terms of performance and in .course, no significant difference was foundbetween terms of a plan for institutional change, which includes traditional. and team teaching. (MM) career opportunities and an instructional program. (PD)
ED190555 5P016506 Rocky Mountain Perspectives. Dutkiewicz, Jody Steiner, Ed. Loretto Heights Coll., Denver, Colo. May 1980 73p.; For related document, see SP 016 493. Sponsoring Agency: Office of Education (DHEW), Washington, D.C. Teacher Corps. Contract No.: 300-78-0333 EORS Price - 6001/PC03 Plus Postage. Language: English Document Type: SERIAL (022) Geographic Source: U.S.; Colorado Journal Announcement: RIEDEC80 This publication features articles detiling the state of educational programs in the Rocky Mountain area. The articles address: 1) the Impact ofphysical geography onculture, education, and lifestyle; 2) the education of migrant and/or agricultural workers and their children; 3) educational needs of children in rural areas; 4) outdoor education; 5) teacher education; 6) resource staff and materials; 7) environmental 321. J.
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,4/ effectilieness are presented. (CJ) ED076055 EM011057 - Semple Computer Assisted Instruction Student Interactions. Hall, Keith A.: And Others Pennsylvania -State Univ., University Park. Comptiter-Assisted EU190559 SP016510 Instruction Lab. School Climate, Dec 1972 59p. Smith, Hayden R., Ed. Sponsoring Agency: Bureau of Educational Personnel CaliforniaTeacher Coops Network, can Diego.; San Diego Development (DHEW/OE). Washington. D. C." Teachers Corps.; .State Uni;r., Calif. Pennsylvania State Univ. Foundation. University Park. Networker. v3 ni FalljSpr -.41979/1980 Report No.: PSU-CAI-R-53 i979 55p. EDRS Price - MF01/PC03 Plus Postage. Sponsoring Agency:Office of Education (DHEW). Washington. Language: ENGLISH D.C, Teacher Corps. Journal Announcement: RIESEP73 EDRS Price - MF01/PC03 Plus P ostage. To convey oto those whohave hadno experiencewith Language: English computer-assisted instruction an impression of the experience Document Type: SERIAL (022) that students have in a CAI course, this report presents in Geographic Source: U.S.: California print the sequence of instruction that onestudent received Journal Announcement: RIEDEC80 . from 0641 chapterof the course. Computer Assisted Remedial This-publication features articles on school climate. Among Education (CARE 1): Introduction to the Education of the various concerns are: 1) the complexities of -the Exceptional Children. In addition to the content outlines, and educational environment, 2) low cost school climate programs, pictures of the cathode ray tube throughout, comment is 3) implementation of changes for effective climates, 4) the provided to make clear the flow of the course. (EM011 '037 roles of principals. teachers, and1tudents in the educational through EM 011 043, EM 011 040, EM 011 047, and EM 011 049 environment. and 5) test anxiety and creativity as outcomes of through EM Oil 058 are related documents.) (RH) specific climates. Also included are descriptions of several Teacher Corps projects. (CJ)
EDi89091 SP016361 Satellite Teleconference on Networking for Interagency ED186390SP015924 Collaboration: Evaluation Report. School Improvement and Staff Development. Documentation and Carey, Jpes O.: l:Arry Evaluation Study. A Texas Teacher Corps Network Conference. 61p. Weibly, Gary W.; "livarez, Ruben Dario Sponsoring Agency: Office of Education (DHEW). Washington, Texas Univ.. Austin. Coll. of Education. O.C. Teacher Corps. Sep 1979 106p. EDRS Price - MF01/PC03 Plua Postage. Sponsoring Agency: Office of Education (DHEW), Washington, Language: English D.C. Teacher Corps. Document Type: EVALUATIVE REPORT (142); PROJECT DESCRIPTION Contract No.: 300-78-0332 (141) EORS Price - MF01./PC05 Plus Postage. Geogriphic Source: U.S. Language: Engliah Journal Announcement: RIENZ1V80 Document Type: PRDJECTDESCRIPTIDN (141); CONFERENCE A satellite assisted, interactive teleconference titled PROCEEDINGS (021)' "Networkingfor Interagency Collaboration" was evaluated to Geographic Source: U.S.: Texas determine the effectiveness of the telecommunications mode in Journal Announcement: 11IESEP80 contrast toe'central site mode. The conference background, Summaries are given of the formal 'presentations, goals. seminar and content are described and two specific groupdiscussions, and problem solving sessions of a Teacher telecommunicationsgoals areformally presented: 1) to Corps conferenceonprofessional improvement by meansof demonstratetheneed for and benefit of social service inservice teacher education and improveMent of individual networks to increase the efficiency of service delivery, and school climates. Evaluation of the conference is presented in 2) to have an impact on networking at the sites participating the form of the Context/Input/Process/Product (CIPP) model,an in the conference.A surveyof participants indicated that evaluationmethoddesigned to assess context perspective, teleconferencing. as an Instructional format, helped them to input needs and problem areas. implementation of selected learn new information and make new contacts, become aware of activities, andassessment ,of achievements. Participant deficiencies in the current social service system, and take reactions to each session e-* the conference arepresented in the first organizatioral step, in establishing formal, tabular form. (JD) interagency networks. Participant views on the shortcomings of the telecommunication mode and otservations on the mode's cost
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ED186591 SP015926 ED146169 95 SP011882 School-Rased Insevice Teacher Education. A Handbook for School-Community-University: Collaborative Decision Making. Planning and Providing. Improving Learning Opportunities: IMPACT Series. Ni. 6. Olivarez, Ruben Dario; Barrier, Helen Lincoln Public Schools, -Nebr.; Nebraska Univ.. Lincoln. Texas Univ.. Austin. Coll. of Education. ,...Teathers Coll. May 1978 21p. 1977 17p.; For related documents, see SP011 878-84 and 728 Sponsoring Agency: Office of Education (DHEW). Washington, . Sponsoring Agency: Office of Education (DHEW), Washington. D.C. Teacher Corps. D.C. Teacher Corps.' Grant No.: G007603698 Contract No.: OE 600 - 750-3580 EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PCOM Plus Postage. Language' English Language: ENGLISH Document Type: NON-CLASSROOM MATERIAL Document Type: PROJECT DESCRIPTION (141) Geographic Source: U.S.; Texas Journal.Announcement: qIEMAR78 Journal Announcement: RIESEP80 "'. This document is the sixth in a series of eight This that handbook describes an approach anelvides guidelines document the Lincoln. Nebraska, Public School Syatem for establishing a school-based inservice e ucationprogram. Tenth-Cycle TeacherCorpsProgram, and consists of an Theprogram is basedon a single, local school staff that explanation of /the role "collaboration" plays in the determines its own needs for professional development.and uses development and conduct of the Program. School-community-univ- its strengths and talants tr meet thoseneeds. Four basic ersity cooperation is discussed as a major concept in the phales for establishing a school-based program are discussed: development of all Teacher Corps projects. To illustrate this 1) cooperative planning on the part of the staff; '21 staff method of planning, a model of the Lincoln collaborative , assssment of needs; 3) training sessions and workshops; and. decision-making process is presentedand illustrated by 4) evaluation of -the program. (JD) appropriateexamples in the following three areas: (1) decision making foricommunity involvement; (?) decision making for competencybased teacher education: and (3) decision making between school and university. Theappend' presents ED152711 95 SP012383 results of a community needs survey. (MJB) Scheol-Cmseunity Council Governance. Tfie Experiences of Nine Teacher Corps Projects. Winecoff, Larry; And Others Southeastern Teacher Corps Netwoek, Atlanta. Ga. 1977 112p. Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. Grant No.: G-007603500 `EDRS Price - MFOUPC05 Plus Postage., Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) - Journal Announcement: RIEAUG78 The papers presented in this monograph describe some of the experiences of nineTeacher Corps projects in the planning. implementation, and evaluation of programs to foster community involvement in the schools. Communityrepresentation is reflected in groups of individuals which.may be called the Community Council. Advisory Committee, or Steering Committee. and these groups form the nucleus for the governance structure of TeacherCorps projects. The councils may be made up of people frombusiness and industry. comwaunity agencies. institutions, and parents of school children. These individuals, in collaboration with school officials. Teacher Corps personnel, and persons representing the institution of higher education, make decisions about how the programcan best meet the needs of pupils in that particular school-community and what community resources are available to address thevarying needs of schoolcommunity in solving critical problems. (JD)
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materials relevant to the thrust of Teacher Corp; s (2) to E0042704 SP0041 e serve as a communication center among constituent projects Second Cycle ocher Corps Program, Final/Program for eutual sharingof information, product Oregon State iv., Corvallis. development, and evaluativeanalysls of educational materials; (3) Oct 1969 .28 to assist . newprojects through,, developmental stages Sponsoring Agency: Teachers Corps, 8EPt. by recommending resources, techniques, and materials; (4) to assist those EORS Prici - MF01/PCO2 Pl,ys Postage. Associated or affected by Teacher Corps by sharing techniques, Language: ENGLISH - problems, and solutions at meetings; and (5) to coordinate Journal Announcement: RIEJAN71 liaisons with other The resources outside the Network. This introductory section of 'this report Cbritains a brief sharing of responsibilities and resources among institutions narrative description of Oregon State University'sCycle II of higher education, local educationagencies, TeacherCorpc program in which29 intern andstate teachers were educationdepartments is reflected by a high degree of prepared to work.wi.th disadvantaged children in both rural and collectivity in the policies andpurposes of participating urban areas, The 2-yearMaster's Degree programwhich is Teacher Corps Projects. (MM) outlined includes two summers of orientation at 1 coursework and two years of inservice internship in whichtraineeswere involved 60 percent,of the time with school activities .1% (observation, small. group tutoring, and large group E01046884 95 SP008806 instruction will all agesiroups in a variety of subject areas) Sharing Self with Others. Affective 3.0. and 40 percentof the vime in college courses anfrtommunity Ward, G. Robert, Comp.; Borgers, Sherry B., Comp. involvement. Other sections of the report describe 1) amps Teacher -, Houston only., Tex. Coll. of Education. innovations in the university teacher trainingprogram, 10p.; For related documents, see 5P 008 801-805 2) institutional changes resulting from the TeacherCorps Sponsoring Agency: Office of Education (OHEW), Washington. program, 3) program evaluation, 4)recommendations for future D.C. Teacher Corps. cycles, 'and 5) reports from each of the cooperating local EDRS Price - MF01/PC01 Plus Postage. school districts (Portland, Coos Bay., Hood River, and Lincoln Language:. ENGLISH County)describing organization of intern teamsandschool Document Type: ZASSROOM MATERIAL (050) district, intern role in schools, community involvement, and Journal Announceiant: RIEMA/75 recommendations. (..P1 In this competency-based teachet. educationmodule, the participant is given the opportunity to work in a group where the focus is on ',feedback to theparticipantabout his interaction with the group. ED128318 SP010390 The module is concerned with the participant's ability to sh.,re with others. It is composed of Shared Governance. seminar groups and other group activities. (JA) Mortenson. gobert A. Feb 1976 10p.: Paper presen"sd at the annual meeting of the Association- of TeacherEduCators (56th. St. Louis, Missouri, February 3-6, 1976) EDRS Price' MF01/PC01 Plus Postage. Language: E4GLISH Document Type: CONFERENCE PAPER (150) Journal Announcement: RIEJAN77 TheMINK (Missouri, Iowa, Nebraska, and Kansas) Network Educational Resources Center is a regional, collaborative effortamong 'TeacherCorpsProjectsand a model of shared governance to improve learning environments andounderstanding among, teacher educators. The governance of this group comes from a Board of Directors comprised of projectl,d1rectors from each of theactiveTischer CorpsProjectswithin the four-State area. These project directors are in a position to receive continual input from a variety of sources including colleagues at colleges and universities andpractitioners at theZ1project sites. This type of multi- faceted input enables the formulation of policy that reflects the functioning ofthe en+lre Network. The objectives of the MINK Network are: (1) to acas an educational resource center for materialsdeveloped by MINKTeacherCorps Projects as well as other educational 39" 39-2 DIALOG Filet: ERIC - 66-82/Mar (Item486 of 637) User 9002 15apr82 1775 a Journal Announcement: RIEDEC80 E011331695 SP009551 Psychodrama is the acting out of difficult situations one Sifting and Winnowing: An Exploration of the Relationship' has experienced. It gives the actors and spectators the chance between Multi-Cultural Education and COTE. to try out alternative solutions to problem situations. Grant, Carl A., Ed. When theseproblems areacted out. the actorsbecome better Wisconsin Univ.. Madison. Teacher Corps Associates Program. acquainted with themselves and their peers. This awareness Jul 1975 260p. becomesadCminant determinant of futurebehavior. This Sponsoring Agency: Office of Education (DHEW). Washington. booklet outlines a teacher workshop that focuses on theuse of D.C. Teacher Corps. psychodrama in the elementary school classroom. The effects of Available from: Teacher Corps Associates. University of this technique on the teachersand studentsare depicted Wisconsin. Madison, Wisconsin 53706 (No price quoted) through the interpretation of several sessions. (CJ) EDRS Price - MF01/PC11 Plus Postage. Language: ENGLISH Document Type: BOOK (010) Journal Announcement: RIEFEB76 ED10086995SP008784 This book contains 17 articles, each by a different author. Sees Pre-ServiceModules forthe ToledoTeacher Corps andaddressedto those who wish to become informed about the Program. relationship between multicultural education and Meinke, Dean L., Ed.; And Others competency-based teache education (CBTE). In order to study Toledo Univ., Ohio. the relationship between multicultural education and CBTE, a 76p. number of individuals actively engaged in either the study Sponsoring Agency: Office of Education (CHEW). Washington, and/or implementation of multicultural education and CBTEwere D.C. Teacher Corps. invited to respond to the following'two questions:- (1) What EDRS Price - MF01/PC04 Plus Postage. shouldbe the role of the administrator, teacher, or Language: ENGLISH university faculty member inassuring that competency-based Document Type: PROJECT DESCRIPTION (i41) teacher education includesmulticultural education in its Journal Announcement: RIEMAY75 content?: and (2) FroM a(n) adMinistrator's, teacher's, or This volume .of modules is designed to disseminate some ideas universityfaculty member's point of view, what problems are andproducts of modulardevelopment and construction. you experiencing or do you foresee experiencing in The regard to format for each of the modules includes an introduction or relating the concepts of multicultural educationand prospectus, preassessment, behavioral objectives. competency-basedteacher education? The first question Instructional alternatives, materials, postassessment, provided the writers the opportunity to respond to the state remediation, and student fe'dback. of the ,art Modules dealing with the concerning the relationship of multicultural following subjectareasare included: educationand (a) instructional CBTE--especially at their local sites. The evaluation--processand product, (b) introduction to urban secondquestion providedthewriters the opportunity to education as it relates to the black experience inthe U.S.. discuss how they would envision therelationship of (c) problems and process, (d) problem solving. (e) role multicultural education arld CBTE. The articles in thisbook playing and decision making, (f) story reading, are the responses to these questions. (RC) (g) value change, and (h) communicationsystemsand communication breakdowns. (PD)
ED190480 SP015297 Social Learning in the Schools Through Psychodrama: Allen. Doris Twitchell Maine Univ., Orono. 1978 27p. Sponsoring Agency: Office of Education (DHEW). Washington, D.C. Teacher Corps. Grant No.: 489AH70024 Availatrle from: University of Maine Teacher Corps Project, Shibles Hall, College of Education. University of Maine, Orono. ME, 04473. EDRS Price - MFO1 /PCO2 Plus Postage. Language: English Document Type: PROdECT DESCRIPTION (141): EVALUATIVE REPORT (142) Geographic Source: U.S.: Maine Sr' DIALOG Filet: ERIC - 66.82/Mar (Item 489 of 637) User 9002 15apr82 1776
E0020982UD005729 E0191840e SP016696 SOMETIMES IT GOT WILD IN ARKANSAS. Sources and Resources: An AnnotatedBibliography on EGERTON. E-IN Inservice Education. (Revised Edition). DEC1966 Syracuse Univ.. N.Y, School of Education. EORS Price - MFO1 /PCOI Plus Postage. 1979 313p. Language:. ENGLISH Sponsoring Agency: Office of 'Education (DHEW). Washington. Journal Announcement: CUMREPT D.C. Teacher Corps. THIS', ARTICLE DISCUSSES THE NATIONAL TEACHING CORPS TRAINING Available from: National Dissemination Center. Syracuse PROGRAM IN ARKANSAS; WH CONSISTS OF 24 INTERNS AND 9 MASTER University. 123 Huntington Hall. Syracuse. NY 13210 ($4.50). TEACHERS. SEVERAL SCONOMI S. PSYCHOLOGISTS. SOCIOLOGISTS. Document Not Available from EORS. ELEMENTARY EDUCATION SPECIAL TS. COUNSELING SPECIALISTS. AND Language: English AN AUDIOVISUAL EXPERT. FOR 1 WEEKS THE GROUP HELD ASEMINAR Document Type: BIBLIOGRAPHY (131) ON THE EDUCATION OF THE DI °VANTAGE!). CONCENTRATING ON THE Geographic Source: U.S.; New York EDUCATIONAL. ECONOMIC. OCIDLOGICAL. AND PSYCHOLOGICAL Journal Announcement: RIEJAN81 CHARArTERISTICS PRO AND EMS OF STUDENTS FROM POOR FAMILIES. This annotated bibliography on inservice teacher education. IN THE FIELD. TWO TEAM LEADERS OPERATED AS "CIRCUITRIDERS." part of the Professional Development series, is divided into SUPERVISING INTERNS IN MORE THAN ONE SCHOOL. THE CORPSMEN twelve sections: (1) concepts, perspectives, and trends; (2) WORKED AS COUNSELORS ANO TUTORS OF INDIVIDUAL CHILDRENRATHER developmental process; (3) teacher centers; (4) implementation THAN AS CLASSROOM TEACHERS. THE NEED TO ESTABLISH ONE-70-01it methods for professional development techniques; (5) RELATIONSHIPSWAS CONSIDERED PARAMOUNT. CORPSMEN NOT implementation methods for specific educational policies; (6)' PREVIOUSLY ELIGIBLE WERE GRANTED EMERGENCY TEACHING traditional education; (7) funded and legislative programs and CERTIFICATES. NEW PRACTICES AND IDEALISM WERE BROUGHT BY THE special interests; (8) human dynamics; (9) client centered CORPSMEN TO OUTLYINGSCHOOL DISTRICTS WHOSE EDUCATIONAL curriculum: (10) resources; (11) research; and (12) special PROBLEMS ARE MANIFOLD. THIS ARTICLE WAS PUBLISEO IN "'SOUTHERN -stateprograms. Each Subtonic includes a brief glossary for EDUCATION REPORT." VOLUME 2. NUMBER 5. DECEMBER 1966. (OK) use with its subdivision. (CJ)
E0180969 SP015239 E0084247 5P007483 Sourcebook for the Worcester South High Coomuniti School. Southern Colorado State College Teacher Corps. Miller. Lynne. Ed.: And Others Esoulbel. Antonio A. Massachusetts Univ.. Amherst. School of Education. Southern Colorado State Coll.. Pueblo. 1978 133p. 1972 180p. - Sponsoring Agency: Office of Education (OHEW). Washington. EORS Price - MF01/PC08 Plus Postage. D.C. Teacher Corps. Language: ENGLISH EORS Price - MF01/PC06 Plus Postage. Journal Announcement: RIEMAR74 Language: Erglish Occurring in six elementary schools in Pueblo. the Teacher Document Type: TEACHING GUIDE (052); COLLECTION (020); Corps Program at Southern Colorado State College featuresthe PROJECT DESCRIPTION (141) follutling components: a) a cross-cultural component for all Geographic Source: U.S.: Massachusetts participants; b) a community-basedcomponent designed to Journal Announcement: RIEMAYBO assist thecommunityto participate in educational decision This sourcebookcontains a collection of articleson making; c) a 2-year undergraduate, field- and competency-based educational topics and is designed to be usedas a resource intern training program; d) a career-ladder component which is for inservice teacher programs at the secondary level. The closely coordinated with school development plans for each of first section is devoted tocurriculum theory andcontains the six schools and which features programs from high school writings on the theoretical underpinningsandrelevant to doctorate level Involving six colleges; e) a communications background for practical work with students. Inservice is the component to build open communications among all participants: subject of the second section and the writers expand on the f) and a "portal school plan" for coordinationof all idea that inservice should be understood as a process whereby activities. (This program description contains information teachers cometogether to pursue personal and professional the program's development, objectives, personnel, budget.'$ growth needs as competent individuals. The thirdsection evaluation procedures, anddescriptions of eaci. component. presents programs that teachers have developed to better meet There are 10 appendixes withvarioussupportiveessays and the needs of their students. The fourth section is comprised materials.) (Author/JA) of teachers' essays about ways in which they have developed innovative classroom practices. (JD)
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Geographic Source: U.S. ED192506 EC130168 Journal AnnOuncement: RIEFEB81 Special Education and the HispanicChild: Cultural The contents of this volume are directed to designersand Perspectives, manahers of staff development programs. It is designed to Condon, Ellen* C.; And Others, proiide a systemic consideration of all factors involved, Rutgers. The State Univ., New Brunswick, N.J. Inst. for including the long-range goals of staff development, the Intercultural Relations and Ethnic Studies.; Temple Wily., behaviors of the peoble.involved. the interface of existing Philadelphia. Pa. Teacher Corps. Mid-Atlantic Network. 0 organizational structures, and the mechanisms for program. 1979 272p. planningand development. The potential for systemic, SponsOring Agency: Office of Education (DHEW). Washington. educational. programs is descro-ed, models of programs are D.C. presented. and implications for teacher education are Contract No.: 300-78 -0326 discussed. The dimensions of educational; systems and change EDRS Price - MFO1 /PC11 Plus Postage. are outlined in the first two chapters. Chapters 3 and 4 focus Language: English on changing peOple. The attitudes, aptitudes, perspectives. Document Type: REVIEW LITERATURE (070); NON-CLASSROOM andvalues of the professional staff to be trained, MATERIAL (055) the, trainers of the staff, andthe community as a composite' of Geographic Sburce: U.S.; Pennsylvania individuals, areconsideredas interacting elements in the Journal Announcement: RIEFEB81 change process. The fifth and sixth chapters examine inservice The text examines issues related to Hispanicchildren in education from thecommunication/organizational perspective. specialeducation. Chapter 1 discusses four court vases The ,structures for staff development programs are described in brought against schools for inappropriate placement of rural and urban setings. The last section considers programs Hispanic andotherWinoritystudents in classesfor the and their development. Emphasis' is placed on the importance of educable mentally retarded. Testing is the focus of Chapter 2, needs assessment in developing an inserviceprogram. An which includesanalysis of linguisticand .cultural bias, approach to planning that has proved effective in a number of , factors involved in intelligence testing of Spanish spesing workshops is 0.ovibed. (JD) children, and a review 'of seven, tests recommended for ' diagnosingexceptionalities' In thispopulation. Chapter 3 views learning in a dual cultural context; toucheson the effects 'of such cultural factors as dependency, personalism, and humanism; considers the effects of culture on communication; and describes interference factors originating in the majority 'culture. Related national and state 4 legislation is reviewed in Chapter 4, and Chapter 5 discusses the current status of special education with Hispanics and makes suggestions regarding testing, overall service delivery. inservice training, and teaching competencies. The chapter also providesprescriptions for teachingSpanish speaking children with specific 'handicaps (emotional disturbance, Imental retardation, learning disabilities, and speechand communication handicaps). (CL)
ED193227SP016879 Staff Development and Educational Change. Houston, W. Robert. Ed.; And Others Association of Teacher Educators, Washington. D.C.; Nebraska Univ., Omaha. Center for Urbah Education. 1980 156p., Sponsoring Agency: Office of Education (DHEW), Washington, D.C. Teacher Corps. Contract No.: 300-77-0456 Available from: Association of Teacher Educators, Suite ATE, 19D0 Association Drive, Reston, VA 22091 ($5.00). /EDRS Price - Mr01 Plus Postage. PC Not Available from EDRS. Language: English Document Type: PROJECT DESCRIPTION (141)
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Language: English E020935 SP018965 Document Type: PROJECT DESCRIPTION (141) Staff Development in Secondary Schools, Geographic,Source: U.S.; West Virginia MasSey. Sara, Ed.; And Othere Journal Announcement: RIEOCT80 Boston State Coil., Mass. Government: State Aug 1981 46p. This document describesan organizational structureand Sponsoring Agency: Department of Education, Washington. D.C. processes for planning, coordinatingand implementing Teacher Corps. state-wide inservice teacher educatian Grant No.: G007803104 in New York. Seven major elements in program planning are EORS Price - MF01 /PCO2 Plus Postage. outlined: 1) governance; 2) needs assessment; 3) outcomes; 4) delivery Language: Eng11*§: systems; 5) rewards/incentives; 6) program evaluation; .Document Type: PROJECT DESCRIPTION (141) and 7) funding. Information is included on current Geographic Source: U.S.; Massachusetts inservice education activity, expenditures for inservice in the state, Journal Announcement: RIEMAR82 demographics of professional personnel in the schools, Fourexamples are given of Teacher Corps school-based staff and recent enactments by the federal government requiring development projects in Massachusetts. An introductory chapter coordination of inservice education. (JO) identifies characteristics of successful staff development efforts, based on participatory decision making, the needs of teachers, students, and the community, and.eeeperation between the university and the school. The first article desbribes the E0183556SP015788 planning of school-community resource centers in a high school Staff Development of Educational Personnel. The OregonPlan. and'1n twe middle schools. Each resource center is "owned" by A Profession-Wide Support System. its creators because of the collaboration between parents and West Virginia State'Dept. of Education, Charleston. teachers in planning, staffing, and policy making. Another Aug 1979 84p. fo'us wasadopted in a Lowell high school, where a Teacher Sponsoring Agency: OfFice,of Education (DREW), Washington, Corps needs assessment pinpointed several problem areas, but D.C. Teacher Corps. foundthat the teachers did not want to accept responsibility Contract No.: 500=78-0056 for complex curricular issues. With the approval of the EDRS 'Price - MF01/PC04 Plus Postage. principal. a committee of,six department heads was empowered Language: English to address not 'only curricular and instructional improvement, Document Type: PROJECT DESCRIPTION (141); RESEARCHREPORT but also teacher evaluation, thereby. broadeningtheir (143) leadership role and improving their relations with each other. Geographic Source: U.S.: Oregon The third articleidescribes the development and effects of a^ Journal Announcement: RIEJUL80 credit-bearing administrative practicum offered through Boston. Government: State State College to faculty at three high schools. A case study The Oregon component of a four-state project working towards of the actions taken by teachers participating On the thedesign of a staff development and school improvement practicum illustrates the positfye steps involving parents and support system is described. Informationwas students In school events. gathered from A concluding commentary points out varioussources regarding the number and kinds of continued the distinguishingcharacteristics of staff development, professional development activitiesengaged in by schools comparing it to continuing education, professional throughout the state. These data were fashioned into a set of development, and personal development. It isuggested that, policy and procedural-recommendations that establisheda broad through effectiveplanningand goal orientation, staff framework for inservice teachereducation in Oregon. Six development success stories will be common. (FG) recommendations are included in the report. (Author/LH)
ED187670SP01S739 StaffDevelopment of Educational Personnel. The New York Plan. A Proposed Policy for the Board of Regents. Developed as part orthe Four State Project. West Virginia State Dept. of Education, Charleston. Aug 1979 30p.; For related documents, see,SP015 757, 723 and 756. Sponsoring Agency: Office of Education (CHEW). Washington, 0.C, Teacher Corps. Contract No.: 300-78-0066 EDRS Price - MF01/PCO2 Plus Postage. Q r DIALOG Filet: ERIC - 66-82 /Mar (Item 498 of 637) User 9002 15apr82 1779
-tD103546 SP65756 ED1785355P015070 Staff Development of Educational Personnel. TheWest Staff Development: More Than Improving Teaching? Virginia Plan. A Systematic Program of Continuing Education. Kelton, Beverly A. west Virginia State Dept. of Education, Charleston. Auo 1579 63p.1 Office of Education (DHEW), Washington, D.C. TeacherCorps. For related documents see SP 015 723. SP .1979 10p. 015 757. EDRS Price - MF01/PC01 Plus Postage. Sponsortng'Agency: Office of Education (DHEW), Washington, Language: English D.C. Teacher Corps. Document Type: PROJECT DESCRIPTION (141) Contract No.: 300- 78-0066 Geographic Source: U.S.; New Hampshire EDRS Price - MF01/PC03 Plus Postage. Journal Announcement: RIEMAR80 Language: English Thedescribed inservice Document Type: PROJECT DESCRIPTION (141). programwas designed to bring together teachers tocollectivelyaddress overall school Geographic Source: U.S.; West Virginia problems. Journal Announcement: RIEJUI.80 The project was based upon the belief thatschool Government: State improvements could be best effected by providing teachers the opportunity to activelyparticipate' inthe ,designand This document explains the West Virginia system of continuing education, implementation of changes in school functioning. Emphasis was describes the rote of West Virginia in placed on helping the staff acquire skills in problem the Four State Project for staff development, solving, and providesa goal setting, decision list of resourcedocuments available making, planning, information in the West Virginia gathering. problem analysis, and resource identification. Department of Education. In the first section an abstract An of example is given of a team of teachers who identifiedspecific the program is presentedalong with adiscussion of the problems encountered by regular class teachers indealing with chronological development of theprogramand itn current mainstreamed students. Their recommendations status. In thesecond are outlined, and section, the contributions 0 West subsequent improvement of the situation is described. ,Virginia to the FourState Project arediscussedand a (JD) descriptfon' isgiven of the West Virginia Program as it fits into theproject framework. Resourcesandthe agencies responsible for them'are'listed in the third section. Adesign for program implementation is appended. (JD)
E0183539 SP015723 Staff Divelopment of Educational Personnel. The Michigan Plan. A Network of Local and Regional Centers. West Virginia State Dept. of Education._ Charleston. Aug 1979 47p.; For related documents, see SP 015 758-757. Sponsoring Agency: Office of Education (DHEW): Washington, D.C.'Teachor Corps. Contract No.: 300 -78 -0066 EDRS Price - MFO1 /PCO2 Plus Postage. Language: English Document Type: RESEARCH REPORT (143) Geographic Source: U.S.; West Virginia Journal Announcement: RIEJUL80 Government: State This document describee anorganizational structure and processes for planning, coordinating and implementing, staff developmentactivities. It is meant as a guide or tool for indivickmOs and agencies involmed in professional development of school staffs. It is dividdh into six major sections: (1) definition of terms,used in the document; (2) rationale for the staff development program; (3) Michigan's local staff a development programs; (4) Michigan state staffdevelopment (N. centers; (5) the state planning process;' and (6)objectives and activities 1979-80. (JD)
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dissemination system: intermediate service agencies; ED195540eSP017164 associations and nonprofit organizations: the National Network State -Level Teacher Performance Evaluation Policies. for Vocational Education; the Bureau of Education for the Professional Development,.Occasional Paper 1. Hendicabped: and general assistance centers. Each unit is Carey, Lou M.. described in an introduction to the relevant literature. (RAO) National Council of States on Inservice Education, Syracuse, N.Y. 1980 17p, Sponsoring Agency: Office of Education (OHEW). Washington. ED095155 95SP008333 D.C. Teacher Corps. Strategies forEffective Curriculum Planning for "Troubled Document Not Available from EDRS. Youth." Strategy: Establishing Rapport. Intern's Guide. Language:/English Teachers Corps Associates: Resources for CDTE. No. 10, Document 17e: RESEARCH REPORT (143) Van Brunt, Vida Geographi SWrde: U.S.; New York University of Southern California, Los Angeles.; Wisconsin Journal Announcement: RIEAPR81 Univ., Madison. Teacher Corps Associates Program. The purporll of this study was to use the standards recently 1973 35p.; For relate' documents, see SP 008 322-332 developed byhe Joint CommitteeonStandards for Teacher Spqnsoring Agency: Office of Education (DHEW). Washington, Evaluationas a framework, to reviewcurrent 'state-level D.C. Teacher Corps. teacher eveatton policies. The evaluation program must meet EORS Price - MF01/PCO2 Plus Postage. four crit la: accuracy, utility, propriety, and feasibility. Language: ENGLISH OUestio naires requesting specific information about teacher Document Type: CLASSROOM MATERIAL (050) evaluation prectices vere sent-to departments of education in Journal Announcement: RIEOEC74 all 50 states and the District of Columbia. Twenty-one states This training productwas developed for the Teacher Corps Sent copies of either state -level legislation or policies. Six and designed for use by the intern to help him or her learn states, indicated that state-level policies on teacher ways of quickly establishingrapport ith troubled youth. evaluation existed., but did not enclosecopies of the Specificobjectives are: (a) that . e intern will be legislation for review. Twenty-three states reportedno sensitized to the affectivenature o the commitment to state-level mandates for teacher evaluation. This paper teaching troubled youth; (b) that th ntern will be able to presents an analysis of how policies in the twenty-one states identify and define recidivism, high mobility, confrontatdon that responded fully to the .,...:wstionnaire reflect the with authority, 'and self concepts a they relate to the identified evaluation criteria. (JO) teaching of troubled youth; and (c) t the intern will use behaviors that indicate awareness of the four dimensions of establishing rapport with troubled youth. After a preassessment is completed, the Intern carries out enabling E0171273 IR007283 activities for eachof the objectives. These activities StatewideEducational Dissemination Capacity: A Review of include attendance at lectures and demonstration viewing of Recent Literature and Current Information. audiovisual presentations, readings, appsensitivity Food, Paul D. cercises. A bibliography is included. (HMO) rer West Lab. for Educational Research and Development, Gih
Francisco, Calif. . Jul 1978 11013.; for related document, see IR 007 279 Sponsoring Agency: National Inst. of Education (OHEW), Washington. D.C. Grant No.: OB-NIE- G-76-0103; OB-NIE-G-78-0203 EORS Price - MfO1 /PC05 Plus Postage. Language: English Document Type: REVIEW LLTERATURE (070) Geographic Source: U.S.; California *Journal Announcement: RIEOCT79 This report reviews the dissemination of information on educational programsand information services through a combined literature synthesis focusing on the total dissemination context, configurations, and capacity of major agencies andnetwor s of agencies in the United States. Relevant literature is reviewed as it relates to national and statedissemination programs: schools, colleges, and departments of educe ion: teacher centers: the Teacher Corps' 1 j39 40-DIALOG Filsi: ERIC - 66-82/Mar (Item 504 of 637) User 9002 15apr82 1781
of 1977. The topics of the conference included ED095154 95 SP008332 Ceyerage of bothyouth andadult training. The fourth section presehts Strategiesfor Effective Curriculum Planning for "Troubled brief accounts of both regular Job Corps projects (ActivityI) Youth." Instructor's Guide to the Training Package. Teache .d the special youth advocacy program (Activity II). Corps Associates: Resources for CWT. No. 10 The last tionis made up of various responses to and perspectiveson., Van Brunt, Vida the program. (IRT) University of Southern California. Los Angeles.: Wisconsin Univ.. Madison. Teacher Corps Associates Program. 1973 47p.; For related documents. see SP 008 322-333 Sponsoring Agency: Dffic -6f Education ((MEW). Washington, E0143939 CG011723 D.C. Teacher Corps. Students' Perceptions of Behavior and Instructional EDRS Price - MF01-/PCO2 Plus Postage. Practices in Open-Space Schools. Language: ENGLISH Gauvain, Mary T.: And Othdrs Document Type: CLASSROOM MATERIAL (050) Stanford Univ., Calif. Stanford Center for Research and Journal-1 Announcement: RIEDEC74 Development in Teaching. This instructor's guide to a Teacher Corps training p ckage Apr 1977 13p.: Paper presented at the Annual Meeting of is designed to assist the instructor in: (a) sensitizin the the American Educational ResearchAssociation (New York,14.Ys, intern to the affective nature of the commitment to tea her April 4-8, 1977) 3 troubled youth: (b) enabling the intern to identify and de ine Sponsoring Agency: Office of Education (OHEW). Washington, recidivism. high mobility, confrontation with authority. nd D.C. self-concept, and to describe the relationship of each to Contract No.: DEG-0075-02009 teachers of troubled youth: and (c)enabling the intern to EORS Price - MF01/PC0-1 Pltis Postage. employ behaviors which indicate awareness of the f ur' Language: ENGLISH dimensions of establishing good personal relationships ith Document Type: RESEARCH REPORT (143) ' troubled youth. Aftercompletinga' preasi sment, the' Journal Announcement: RIEFEB78 . instructor carries out a series of enabling exer that This study investigated focuson studehts' perceptions of the listening skills, developing trust, and nonverbal open-space environment. It 'focused on their likes and dislikes communication. The guide contains handoutsfor these, exercises concerning open space, perceptions of and also includes a bibliography and a glossary. (HMO) instructional practices and suggestions/for improving and utilization ofopen space in their schools. The study was conducted as part of a Teacher Corps pkoject sponsored jointly by the School of Educationat Stanford UniVersity and Herbert Hoover Junior High School. San ED170886 'EA011641 dose Unified School Distr'ct, San Jose. California. Besides Student Initiated Activities: A Strategy in Youth Advocacy. the type of information collected, this Goodman. John. Ed. study differs from previous studies in another respect. Open-ended interviews ft, Vermont Univ.. Burlington. Teacher Corps Youth Advocacy were used rather than forced-choice survey questionnaires Loop. whichwould have 1978 limited students in their responses. This 164p. method also avoided problems associated with the low Sponsoring Agency: I.* Enforcement Assistance Administration academic achievement levels of some of the students in the sample. The (Dept. of Justice). Washington. D.C.; Office of Education relatively free interchange between the interviewer and the (OHEW), Washington, D.C. Teacher Corps. respondentspe.-"tted the interviewer to dirmver whether or Grant No.: G007604001 .' not each r.todent understood each question. (Author) EDRS Price - Mf01/PC07 Plus Postage. Language: English Document Type: BOOK (010): PROJECT DESCRIPTION (141) Geographic Source: U.5.: Vermont Journal Announcement: RIEOCT70 Thisdocument is divided into five parts. In Part i, the reader is introduced to the discussions that followby an account of the effect of school crime on schbol climate, and the response of the Teacher Corps and the Office of "Juvenile Justice and Delinquency Preventionin creating a joint program in youth advocacy to improve con tions in the schools. The second part is a discussion of the story and presentstatus of student initiated activities in te joint program. Part 3 is coverage of the Youth Participationonference on Student Initiated Activities, held at Oaklandniversity in November
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other professional educational activities. (LH) ED101163CE001.926 , Suggestions' for Recruitment of Adult Education Studentsin Louisiana Parishes. Bulletin No. 1258. Mono, Marie A., Ed. E0180945SP014900 Louisiana State Dept. of Education. Baton Rouge. Systematic Ad- Hocism: An Approach to Responsive Inservice 1974 52p. Education and School Change. Report No.: Bull-1256 Brown. Carlton E. EDRS Price - MF01/PC03 Plus Postage.' New Hampshire Univ.; Durham. Language: ENGLISH .1978 i6p. Documeqt Type:'CLASSROOM MATE AL (050) Sponsoring Agency: Office of Education (CHEW). Washington, Journal AnnoUncement: RIEJUN7 D.C. Teacher Corps. The recruitment booklet is thb result ,f team efforts of a EDRS Price - MF01/PC01 Plus Postage. committee todevelop working materials which may be utilized Language: English for an adult education recruitment program in the local school Document Type: PROJECT DESCRIPTION (141) Systems. Each 'team member individually developed recruitment Geographic Source: U.S.; New Hampshire concepts, which were combined to form a guide. The report is Journal Announcement: RIEMAY80 dividecrinto five parts: (1) a statement of the problem and .A method of establishing a successful inservice teacher rationale: (2) the effective use of recruitment personnel: (3) educationprogram is described. the recruitment of This method involves adults in low-income areas; (4) the organizational change as effective use of State. Federal. city, and private agencies in well as individual change based on the assumption that teachergrowthand school changeare the.recruitment of adults for adult educationprograms: and interdependent. The (5) the following. set of constructs for a recruitment of illiterate adults througn the use of responsive inservice teacher education program v$1unteers, civic organizations.. teacher corps. etc. are identified: Specific (1) all inservice efforts should include requiredwork that objectives and activities are given for each in order thatthe focuses the teacher's concentration on the classroom; (2) all reader may select those appropriate to prcjram needs. Appended inservice work should attempt to combine theory and practice: are sample forms and specific information related to Louisiana (3) parishes. (Author/AJ) all inservice work should assist the-teacher to develop. integrate, or alter the concepts and' techniques learning through classroom implementation and practice th the assistance of an instructor; and (4) inservice .uctors should tailor concepts and techniques to the particular E0185010 SP015744 school organization for successful continuation and ificorporatiOn. SynthesisandAnalysis of Data. Volume I/. Corpsmember (JD) Training Institute. Teacher Corps 1977. Houston, Robert; And Others Nebraska Univ., Omaha. Center for' Urban Education. Mar 1978 258p. SponSCring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. Contract No.: 300-77-0156 EDRS Price - mFol/pcil Plus Postage. Language: English Document Type: STATISTICAL MATERIAL (110); TEST. QUESTIONNAIRE (160): TEACHING GUIDE (052) Geographic Source: U.S.: Nebraska Journal Announcement: RIEAUG80 This document is primarily intended as a companion piece to Volume I. which is entitled Description of CMTI. The first volume is, essentially, a description of the 1977 Teacher Corpsmember Training Institut,, while the second volume is an analysis of the data contained in the fir'st document. Volume Two is divided into four parts. Chap*er One is a description of the data collection instruments and procedures.Chapter Two describes theparticipants in the institute in terms of personal characteristics .and educational attitudes. Chapter Three is concerned with the organization of the CMTI. and Chapter Four focuseson the impact of CMTIon participants' ji 343 DIALOG Fileii ERIC - 66-82/Mar (Item 510 of 63i; User 9002 15apr82 1783
ED0216880 RC002460 ED0427025P004136 Taking Advantage of the Disadvantaged, Teacher Corpsat New MexicoState University. Final Fantini, Mariq D.: Weinstein. Gerald Nwrattve Report: Cycle II. Columbia Unify.. New York. N.Y. TeachersCollege. Short, Evelyn H. The Record (Teachers College. Columbia University). v69 n2 New Mexico State Univ., Santa Fe. Nov 1967 Jul 1969 12p. Nov 1967 .14p. Sponsoring Agency: TeacherS Corps, SEPD. Sponsoring Agency: Ford Foundation. New York. N.Y. EDRS Price - MF01/PC01 Plus Postage. Report No'.: JR-25, Language:. ENr45H__ Available from: Ford Foundation. Office ofRepbrii,iipEast Journal Announcemeni: RIEJAN7i 43 Street. New York. New York 10017 ($1.25). Goals for the 2-year program were t) toprovide immediate Document Not Available from EDRS. assistance to disadvantagedyouth' at Language: ENGLISH anearly age from teacher-interns specially equipped to diagnose theirstudent Journal Announcement: RIEJAN69 t needs -andprovide The problem of appropriate learning experiences: 2) to the effective development of educational provide sufficiently strong preparation for teaching so that ' programs for the educationally disadvantaged is discussed interns will achieve enough Salient points for the revitalization successto desire to continue of Americaneduca on teaching disadvantaged youth: 3) to ,try new approaches arepresented, including the major thesis that all American leading to progressive development ofmore effectiveandefficient children or educationallydisadvantaged. To improve the teacoel- education programs. educationof disadvantaged children, Preservice began with 28 cor^smen the educational process in laboratory and seminar classes whichemphasized is examined. Major suggestions include exploring parent-teacher the world of the public school classroom. /hservice combined participation in curriculum planning, a total educational internship in the elementary schools withcampus classes, the program encompassing early childhoodthrough college, the two running in parallel sequences of subject matter: development of curricula relevant reading, to the learner's , math, social studies, science, environment, and physical education. More and school orienteddiagnosticprocedures to theoretical courses were reserved for summer to give determine individual prbgram requirements. interns a Implications for chanceto synthesize their learnings.Program effects on the the use of computers in future educational systems are university inclUde three new courses presented. (JM) in the curriculum and greater use of interdepartmental team teaching and video tape equipment. The impact on the schoolswasalso strong particularly in areas of teacher knowledge of new methods and materials, andpractice of team ED1690i5 SP0140i0 teaching. Corpsmen participated in diversified and Teacher Adaptationof individualized community Research Findings Through Inservice activity. Evaluation methods included oral Education. exams, National Teacher Exams, and teaching effectivenass ratings. Theprogram Pine, Gerald J. was clearly successful. (JS) Portsmouth Public Schools, N.H. 1979 2Pp. Sponsoring Agency: Office of Education (OHEW), Washington, D.C. Teacher Corps. a EDRS Price - MF01/PCO2 Plus Postage. Language: English Document Type. PROJECT DESCRIPTION (141) Geographic Source: U.S.: New Hampshire Journal Announcement: RIEAUG79 A program designed to adapt educational research findings to practical bZassroom use is described. A variety of options for adaptingresearch through Inservice education are described. They include formal university courses Ifter school, released timeprograms, one to one and small grcup consultations, independent study, graduateresearch theses, visitations, professional conferences, team planning meetings, and support 17 for teacheractf-nresearch and pilot programproposals. Proposals for action research and pilot programs are supported by the project for materials, consultative services, and publication and dissemination. The program is designed to accommodate differe.lt styles and paces of teachers. (JD)
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demonstration; (5) community education; (6) multicultural E0115641 SP009712 / education; and (7) educational leadership. (JD) Teacher Corps Conference. A Sharing of Experiences. Bryant, Brenda, Ed./ Syracuse Univ., M.:4' Jun 1974 96p.; Pipers prepared for the Teacher Corps Cycle E0162965 95 SP013344 Staff Development Confei-ence (8th and 9th. Washington. D.C., June 9-13. 1974) Teacher Corps Developmental CSnfererme, 1977. Savage, John, Ed. Sponsoring Agenty: Office of Education (DHEW), Washington, D.C. Teacher Corps. Nebraska Univ., Omaha. Center for Urban Education. 1977 235p.; Not EDRS Price - MF01/PC04 Plus Postage. available in hard copy due to marginal reproducibility of photographs and text Language: ENGLISH ,Sponsoring Agency: Office of Education (DHEW), Washington, Document Type: CONFERENCE PAPER ( ^h) D.C. Teacher Corps. Journal- Announcement: RIEAPR76 Contract No.: 300-77-0156 This report comes out of the 1974 Teacher orps Conference. 'EDRS Price - MFOi Plus Postage. PC NotAvailable from EDRS. which was held to acquaint Teacher Corpspersonnel' with new / Language: English ideas to enhance their abilities td train interns towork with Documenk Type: CONFERENCE PAPER 150) children with special needs. The first part of the report is Geographic' Source:U.S.; Nebraska composed of i8 speecheson topicssuch as: community Journal AnnounImment: RIEAPR79 involvement ' in education, ethnic diversity, discrimination, The primary purpose of this conference was to updaterkmembers performance-based teacher education, handicapped children, and of the Teacher Corps on current issues in education as they the past and future of Teacher Corps. The next part consists relate to the Teacher Corps. Speeches delivered byindividuals of seven reports based on small, informal skill sessions held from federal, statej regional, to give and local levels of the Corps participants opportunities to learn about are printed in their entirety. (JD) competency-based teacher education and diagnostic-prescriptive teaching. Themajority of the presentations_ &tress the problems and issues which have contributed to the imperfect, functioning of the public schools, and represent a commitment ED114389 95 SP009637 on the part of speakers to tilt to show hoW the Teacher Corps' Teacher Corps Elementary Science Education Requirements.EDE canbe a tool in improving the public school system through 560. creating effective models of what can be done. (CD) Jberlin, Lynn Florida Univ., Gainesville. 1973 27p. Sponsoring Agency: Office of Education (DHEW), Washington, ED162966 95 SP013345 D.C1 Teacher Corps. Teacher Corps Developmental Conference, 1976. Reflections. EDRS Price - MF01/PCO2 Plus Postage. Expressions. Directions: Language; ENGLISH Savage, John, Ed. Document Type: MISCELLANEOUS (999) Nebraska Univ., Omaha. Center for Urban Education.' Journal Announcement: RIEMAR76 Jul 1976 263p.; Report of conference (Washington. D.C., The first.page of this list of requirements for elementary July 18-23. 1976) ; Not available in hard cbpy due to marginal science teachers lists overall reproducibility of photographs and text course objectives for a Teacher Corpsscience education course. Next are instructions for Sponsoring Agency: Office of Education'(DHEW), Washington, learning, to use the Science Teacher Observation D.C. Teacher Corp. t Rating Form. followed byan analysis of each item on the form, instructions ERRS Price - MF01 Plus Postage. PC Not Available from EDRS. for scoring it, and a copy of the form itslef. The next part Language: English contains objectives for the student to complete Document Type: CONFERENCE.PAPER (150) in order to becomefamiliarwiththree new science programs. ,This part Geographic Source: U.S.; Nebraska also contains the forms to complete in order Journal Announcement: RIEAPR79 toexaSine each The primary concern program. The'final part concerns teaching techniques. It lists of thisconference wa'S the seeming' requirements that must be met and contains several forms for discrepancybetween rolegroupsand functionswithin and the student to complete. (RC) . across Teacher Corps projects and the importance of local team members working together toward identified goals. Speeches were-presented on the following major topics: (1) collaboration and teaming; (2) preserviceand inservice training designs; (3) developmental planning and institutional adoption of models; ,(4) evaluation. management, and J 41, 347 DIALOG Filet: ERIC - 66182/Mar (Item517 of 637) User 9002 15apr82 1785
conjunction with course work at the CommunityCollege of ED185008, SP015722 Micronesia, previous Teacher Corp. Evaluation. course work at other colleges, and documentation of previous work and life experiences, Steffensen. James P.; And Others comprise the total degreeplanof each intern. Upon completion the Nebraska Univ.., Omaha. Center for Urban Education. intern receives a Bachelor 1978 of ScienceDegreewith special 168p. emphasis on teacher training. (MJB) Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. Contract No.: 300-77-0156 IDOIPrice - MF01/PC07 Plus Postage. ED10627495 SP009185 Language: English Teacher Corps GradUates Document Type: PROJECT DESCRIPTION (141): In HighlyInnovativeRoles In EVALUATIVE REPORT Education: A Follow-Up Study. Final Report,Phase II. (142): STATISTICAL MAtERIAL (110) Marsh, Damtd D.; Lyons, Margaret F. Geographic Source: U.S.: Nebraska Pacific Training and Technical Assistance Thorp.. Berkeley, Journal Announcement: RIEAUG80 Calif. The papers selected to provide this resource deal Feb 1975 62p. spliclOtally with evaluations of the TeacherCorps asopposed Sponsoring Agency: toevaluation of Office of Education (DHSW): Washington, issues and problems generally. The first D.C. Office of Planning, Budgeting, and Evaluation. paper does address Conciselythe, current dialogue in the Contract No.: OEC-O-73-5174 educational' evaluation community. (out its role in this EDRS Price - MF01/PC03 plus Postage. publcation is secondary to discussion of evaluation activities Language' ENGLISH in the Teacher Corps today. The second paper ofiersa critique of ten years of evaluation Document Type: RESEARCH REPORT (143) of the TeacherCorps andalso Journal Announcement: RIESEP75 address the alternativesavailable to federal programs. It This document further also discusses choices made by the analyzes s two-year Teacher Corps Office of Education and studywhich wasconducted by Pacific Training and Technical Teacher Corps among those alternatives.The final paper is a statement of. the Assistance Corporation for the U.S. Office of Education. The work accomplished by the Evaluation of results of the first Teacher Corps Program 78 and Program 79. (Author/JD) and secondyears of study have been reported elsewhere. This volume presents the results of a further analysin of data collected in the first year of the study dealing with the relationship betweenintern background ED147263, SPO11817 characteristics and Teacher Corps program characteristics,and the teachingskillsandattitudes of interns at the end of Teacher Corps GoesAternational: The Micronesia/Ponape Experlerpe, their two years of training. The goals of thisstudy are: (a) to provide information Baker, F?ederick J. that couldserve as a bais for redirecting efforts to recruit interns, .1975 selecting new Teacher 7p. Corps projects, or providing technical assistance EDRS Price - MF01/PC01 Plus Postage. to projects: (b) tc provide information Language :ENGLISH that could be used to identify special strengths or weaknesses at any one project site and, Document Type: PROJECT DESCRIPTION (141) consequently, to suggest Journal Announcement:..RIEAPR78 theneedfor special recruiting procedures for interns or for technical assistance' efforts; This document describes the East Caroline Islands lying in (c) to further explore the the Ponape District and relationshipbetween teacher the development of a Teacher Corps background, Teacher Corps program characteristics as inservice program to aid public school related teachers in to the teaching skills, and attitudes.of internsat the end of professional development. Programobjectives were to: (1) their two years of training; ano (d) to answer up-grade basic and professional skills of Micronesianinterns: management-oriented questions (2) implement a University Without Walls baccalaureate regarding the development of program effectiveTeacher Corps projectsand the assessment of the in the Trust Territory for Micronesians; (3) demonstrate a quality and effectiveness of the projects. (Alarge section of model for teacher training which could be implemented in other the document is devoted to tables parts of illustrating the interns' Micronesia; (4) utilize and support the teacher background and Teacher Corps program characteristics.) education programs at the Community College of Micronesia; and (JS) (5) develop culturally relevant teacher trainingcurriculum materials. The project also sought to combine tht'ee elements into its degree process: academic, inservice, and community. The program.dealt with Instruction in Generic TeachingSkills, Interactional Analysis, English Improvement, Mathematics Improvement, Social Studies Methods, Lesson Planning. Evaluation, and Community Education. This instruction, in 3 3i.1' DIALOG FIlei: ERIC 66-82/Mar (Item 520 of 637) User 9002 15apr82 17186
people. (JA) ED103344 95 SP008885 Teacher Corps Handbook for Team Leaders. Hamlin, Freda M., Comp.; And Others East Tennessee State Univ.. Johnson,City EO195550SP017190 Jul 1968 6-4p. Teacher Corps Networking: Purpose and Potential. SponsorOig Agency: Office of Education (DHEW). Washington. Ford..Paul And Others D.C. Teacher Corps. western Washington Univ., Bellingham. 'MRS Price - MF01/PC03 Plui Postage. 1980 83p. Languagez_ENGLISH __Sponsoming_Agencv4. _Office of Education (DHEW). Washington. Document Type: CLASSROOM MATERIAL. (050) D.C, Teacher Corps. JournalAnnouncement: RIEJUL75 Contract No.: 300-78-0334 This handbook for team leaders contains five chapters. The EDRS Price - MF01/PC04 Plus Postage. firstdeals with the team leader as'lfaison between all other Language: English persons and inititutions connected with a particular program. Document Type: PROJECT DESCRIPTION (141) The second discusses changes required,of interns in assuming Geographic Source: U.S.: Washington the role ofilteam leader after having been a teacher. The third 'Journal Announcement: RIEAPR81 chapter describes the team ,leader's activities and An overview is presented of the objectives of the responsibilities as a trainer of teachers, Far West' Chapter four deals Teacher CorpsNetwork. A description is given of the with intern conferences andvisitations, and ,chapter five development of the network and achievements in outlines evaluative the areas of activitiesof team leaders. ,Appendixes community involvement, inservice include advice to a beginning teacher, teacher education, guidelines for getting exceptional child programs, management acquainted with a community, Information systems, evaluative devices, team leader andproject management and evaluation. Chapters are included schedules, and a selection of interns' views of team leaders. on the role of the executive secretary and the network (PB) theory from a Teacher Corps perspective. Generalizations are offered es, fOr those who are interested in establishinga network. Itis suggested that eventhoughnetwork membersdonot. have identical objectives, it is possible for them ED100922 ).-SP008852 to help each other if they share a common goal.Network governance as well Teacher Corps in Vermont: TheQues4nof Parity. as program policy and implementation should rest equally among Myers, H. Bud the membership, and decision 3p. making shouldbe shared. Flexibilityand responsiveness to the changing needs of EDRS Price - MF01/PCOf Plus Postage. members' projects characterizes a successful network. (JD) Language: ENGLISH Document Type: RESEARCH REPORT (143) Journal Announcerhent: RIEMAY75 Growing from an intense interest in community control of education in the mid-1960s. the National Teacher Corps lindicated that its programsmust reflect shared decision making at the local level. More specifically, guidelines for programs stipulated that parents, representatives of the local community, stateeducational personnel, higher education personnel, professional association representatives, teachers, andadministratorsbe involved in collaborativedecision making. The suggested vehicle for involvement was identified as the "school-community council." Unfortunately, guidelines werevague withrespect to the nature of the involvement at the local leve.; Time limitations, bureaucratic "red tape," and the composition of the local steering committee to include individuals whose needs are often at odds with each other ha"Via compounded the problem. What can be done to make these groups more effective?Collaboration seems to depend 1 great deal on 'the claritywith which each of the collaborators understands his or her own goals to program design. In addition, a firm resolutionby communities and colleges not to sell their own °opportunity to design effective programs for a few dollars will carry a message that real collaboration begins with DIALOG Filet: ERIC - 66-82/Mar (Item523 of 637) User 9002'15apr82 1787
locales are described., The sites chosen for these E0138568 95 SP010994 case studies werea Native American reservation, an inner-city school, Teacher Corps Planning Conference: Summary Report. a school located in a small town in mid-America, and a Jul 1974 184p.: Report of Round Table on Teacher Corps Mexican - American barrio. (JD) Planning. Belmont Conference Center (Elk Ridge. Maryland. July 23-26. 1974) . Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. ED191837 SP016682 MRS Price - MF01/PC08 Plus Postage. Teacher Corps Projects At Work. Language: ENGLISH Ecivenrodv-Jamee-Svt-And-Otiters Document Type: CONFERENCE PROCEEDINGS (021) Far West Lab. for Educational Research and Development. San Journal Announcement: RIESEP77 Francisco, Calif. Participants at this four-day meeting of the Teacher Corps May 1980 167p. Planning Conference discussed the past function of the Corps Sponsoring Agency: Department of Education, Washington,D.C. and possible future courses. The general outline of the agenda Contract No.: 300-78-0564 was to look into the substantive fields for Teacher Corps EDRS Price - MF01/PC07 71us Postage. focus and the priority needs in teacher education to which the Language: English Teacher Corps 'shouldaddress itself. Project dedignand Document Type: DIRECTORY (J32); PROJECT DESCRIPTION (141) support were also under cons4deration. The financing of the Geographic Source: U.S.; California Corps and its relationswith Congressweredescribedand Journal Announcement: RIEJAN81 discussed at'length. The consensus of opinion in regard to the This directory lists and describes,educational projects - position of the Corps within the structure of the government developed, under development, and projectk for development by was that the Teacher Corps should perform as a special world the Teacher Corps throughout the United States. Details given Somewherebetween that of theOffice of Education and the for each project include: (1) name and geographic area (2) National Institute of Education. since much s: theoriginal use of ERIC descriptors to describe she major subjects; work of the (3) Corps was to carrygovernment-clef/eloped intended audience; (4) brief description of the project; educational plans into field development. (5) It was recommended utilization andeffectivenesss of results; (6) project that: (a) some restructuring is required in the training of implementation; (7) costs; (8) project director, and (9) teachers for the project, in evaluating the trainees, and in services available to adopters of the projects. (CJ) obtaining better community and parental support; (b) a program should be provided for placing and supporting trainees and following them up; (c) a comprehensive support serviceplan should be worked out by the administration; and (d) each proposal should contain a full report on needs assessment. Thisdocument is a t/erbatim accouht of the discussions of the group. The documents they worked from are not inclvded. (JD)
E0186371 SP015796 Teacher Corps Portraits. Four Case Studies.
Savage. John A. - Nebraska Univ., Omaha. Center for Urban Education. Dec 1977 109p. Sponsoring-Agency: Office of Education (DHEW). Washington. D.e. Teacher Corps. contract No.: 300-77-0156 MRS Price - MFOI /PCO5 Plus Postage. Language: English Document Type: PROJECT DESCRIPTION (141); NON-CLASSROOM MATERIAL (055) Geograph.ic Source: U.S.; Nebraska Journal Announcement: RIESEP80 The experiences andobservations of Teacher Corps teacher interns in four different cultural settings are related. The community characteristics, social and cultural values, and coping techniques of the inservice teachers in each of these J4,, DIALOG Filet: ERIC - 66-82/Mar (Item 526 of 637) User 9002 15apr82 1788
following- sources: (a) TheTeacher Education Develdpment E0104294 95 SP009216 Service Resource Center on Competency-Based Teacher Teacher Corps Education Projects: Description and Implications for (CBTE). School of Education. State University of New Yer1( at Management. Final Report. Phase 2. Albany; (b) The 8ambi Collection; and (c) the Division 'of Marsh. David O.: Lyons% Margaret F. Teacher Education and Certification. New York Stgte Department Pacific Training and Technical Assistance Corp.. Berkeley. of Education. The materials have been categorized underfour Cal If. headings: (a) special education teacher training Jun 1975 materials: 4oPp.; For'related document. see SP 009 185 (b) elementary teacher training materials. (c). middle school Sponsoring Agency: Office of Education (OHEK). Washington. and secondary teacher training materials. and (d) othersource D.C. Office of Planning. Budgeting. VW Evaluation. materials for teacher education. Extensive systems of modules Contract Nb7.: OEC-0-73-5174 have been included udder the first three.headings, EORS;Prtce - MFOI/PC05 Plus Postage. and listed under the university 4 or laboratory responsible Language: ENGLISH for development. Materials referenced in 'this collection are Document Type: RESEARCH REPORT (143) -Flouted in the Teacher Corps Resource Center at EmporiaKansas Journal Announcement: RIESEP75 State College, .andireavailable for general use. (Author /JS) This three-part report presents the results of an analysis of data collected in the first year of a two-year Teacher' Corps study. The study attempts to answer managument-oriented questions regarding the development of effective Teacher Corps ED092544 95 SP008137 projects and the assessment of quality and effectiveness of Teacher Corps Teacher Lducation Materials bibliography: The the projects. The report (a)provides an expanded description Barbi Collection. of program characteristics of the 20 Teacher Curps projects; Olmsted, Lucia and (b) reanalyzes the relationship between teacher Kansas State Teachers Coll.. Emporia. background. Teacher Corps program, and intern teaching skills May 1972 75p.: Materialsgathered for the 7th Cycle using different statistical procedures and variable groupings. Teacher CorpsRole Group Conference (Washington. 0.C.. May The first part of the report presents anoverview of the 1972). study. The second part describesthe (a) Teacher Corps Sponsoring Agency: Office of Education (DHEW).Washington. programs. (b) characteristics of.Iasther Corps staff. (c) use O.C. Teacher Corps. of competencies in the proted#1 (d) personalization of the EDRS Price - MFOI /PCO3 Plus -Postrge. program for interns. -,e) school-based program for interns. (f) Language: ENC_ISH - community component. and (g)collaborative decision-making. Document Type: BIBLIOGRAPHY (131) The third part analyzesdata eljcitedfrom the study and Journal Announcement: RIEOCT74 includes the following: (a) discriminant function analysis. Thematerials in this bibliographyare grouped into the (b) factor analysis of Teacher Corps program characteristics. following categories: (a) msterfals fcr training teachers; (b) (c) factor analysis of. intern teacher performance materials for teaching children: (c) teacher certification characteristics. (d) canonical correlations relating Teacher materials: (d) educational management materials; (e) materials Corps .programs to intern teacherperformance, and (e) relating to performance-basedassessment; (f) materials conclusions. An appendix of tables illustrating the analyzed relating to educating children with learningand data is included. (JS) behavioral problems in the regulgr classroom; (g) community-based education materials: (h) materialson team teaching. differentiatedstaffing, and team leaders; (1) materials relating to correctional education: (J) materials relating to ED109042 95 SP009308 educat.ionfor nativeAmericans; (k) overview materials on Teacher Corps Teacher Education Materials Bibliography. The competency-based teacher education: (1) materials Emporia Collection. on the identification of teacher competencies; (m) ethnic studies Williams. John Reed. Ed.; And Others materials; and (n) elementary teacher educationmodels Kansas State Teachers Coll.. Emporia. materials. Thematerials for training teachers are further 25 Nov 1974 97p. divided into 16 catogpries including instructional skills Sponsoring Agency: and Office of Education (DHEW). Washington. strategies, reading, science. Instruction design, and media. D.C. Teacher Corps. 'The materials for teaching children include documents relating ED" Price - MFO)/PC04 Plus Postage. to Instructional skills And strategies, language Larqpage: ENGLISH arts. mathematics, sc)ence, social studies, physical eduretion. and Document Type: BIBLIOGRAPHY (13:) industrial arts. (PO) Journal Announcement: RIENOV75 This bibliography is comprised of materl is gathered for the resource center at the8th and 9th Cyc a 1 Teacher Corps Conference. 1974.-Materials were gathered from the DIALOG Filet: ERIC - 66-82/Mar (Item 529 of ,637) User 9002 15apr82 1789
E0042689 51'004066 ED178525 S12015044 Teacher Corp2=-Urban. Cycle II. Final Program Report. Teacher Corps. National Conference Report 1278. University of Southern California. Los Angeles. Collins. Paul, Ed.: And Others 1969 46p. Nebraska Univ., Omaha. Center for Urban Education. Sponsoring Agency: Teachers Corps, BEPD. 1978 318p. EDRS Price - MF01/PCO2 Plus Postage. Sponsoring Agency: Office of Education (DHEW). Washington, Language: ENGLISH D.C. Teacher Corps. Journal Announcement: RIEJANTI Contract No... 300-77-0156 Thisdocument reports the Cycle II Teacher Corps Urban -MIS Price - MF01/PC13 Plus Postage. Program at the University of SouthernCalifornia, Language: English a 2-year effort to prepare teachers to work effectively in Document Type: CONFERENCE PROCEEDINGS (021). disadvantaged communities of such diverse racial andethnic Geographic Source: U.S.; Nebraska groups as Negroes, Mexican Americans, poor whites, Journal Announcement: RIEMAR80 Japanese, Koreans, ano Samoans. There is brief description of the two Speeches given at the 1978 National Conference of the phasesof the program: 1) academic course work, community Teacher Corps are reproduced in this report. These field activities, special workshops, demonstrations, and presentations are divided into three general meetings in the preservice phase, and 2) the combination of categories- - topicsof broad interest to educators, trends in gradually increasing responsibilities in the local schools education, and the responsibilities of the teacher corps. (JO with course fork in th- inservice phase. Frogram evaluation and the researcn projects growingout of the programare brieflydescribed. Innovations introduced into the teaching strategies andcurriculum at USC to facilitatecorpsmen ED158410 EA010837 training are described: corpsmen treated as an intact group, Teacher Corps--Demonstratingthe ConceptofAlternative block scheduling, structure andsequence ofcourses, and Schools. interrelationshipof course work. Freiberg, H. Jerome Also included are lists of institutional changes at USCbrought about by the Teacher Jun 1978 31p.; Paper presented at theCanadian School Corpsprogram including introduction of courses and content Trustees' AssociationCongress on Education (1st. Toronto, new to teacher education. Involvement of corpsmen in Ontario, June 17-21, 1978); Pages 4 and 8 may not reproduce developmental trendswithin theseven participating school clearly districts is discussed in outlir form with innovative EDRS-Price - MF01/PCO2 Plus Postage. approaches, institutional changes. and community involvement Language: English described on a district-by-district basis. (JS) Document Type: CONFERENCE PAPER (150) Geographic Source: U.S.; Texas Journal Announcement: RIEJAN79 The University of Houston/Houston Independent School District Teacher Corps projectis' designed to demonstrate the operation of an alternative school program intended to promote desegregationand to train educatiOnal personnel to function effectively to alternative schools in an urban setting. The project demonstrates how coordinationof the resources and needs of-collaborating agenciesthe distriCt. the University, the profession, and the commu ty--can promote success of the individual within an alternati e school. The project has seven major goals.: to develop an field test a program that puts students and instruction at thcenter of the decision - making process; involve parents and t e community in decision-making; providemulti-cultural, bilingual instructional materials; develop a coordinated preservice/inservicestaff development program for personnel at all levels; establish a center for the development of human potential; provide a comprehensive strategy to facilitate operations of alternative schools; and provide amodel for disseminatingproducts endprocesses produced. (Author/IRT) DIALOG Filet: ERIC - 66-82/Mar (Item532 of 637) User 9002 15apr82 1790
education agencies. The unique concept of the community in the E0086671 SP007608 Youth Advocacy Projects is discussed as a support system and Teacher Corps/Peace CorpsCompetency Based Elementary In its relationshipwith the criminal justice system. The Physical Education Project. final section of the report describes a number of issues Enberg. Mary Lou related to educationand troubled youth Landcites some Washington State Univ., Pullman. Coll. of Education. examples where the issuesiare being dealt with. The issues Nov 1973 .68p. are: curriculum, teacher training, alternative school EDRS Price - MF01/PC03 Plus Postage. structures, integration of human services, and Language: ENGLISH interorganizational cooperation. (JMF) Journal Announcement: RIEMAY74 The Teacher Corps/Peace Corps project inelementary school physical educationat Washington State University provided a graduate program which was competency based, field based, and ED075134RC006906 partially individualized. The program attempted'to fulfill the Teacher Corps, A Model for Training Teachers. Position organizational goals of the two sponsoring federal agencies Paper. (Teacher Corps and Peace Corps). Teacher interns, whohad Wilson, Roger previously earned baccalaureate degrees, completed a 12-month Apr 1973 19p.: Paper presented at Native American Teacher program of three phases: preservice, which stressed Corps ConferenceDenver, Colorado, April 26-29, 1973 preparation for teaching, subject matter. and community needs; EDRS Price - MF01/PC01 Plus Postage. in-service, which included teaching in the school districts Language: ENGLISH and graduate course work in teaching, curriculum, leaening, Journal Announcement: RIEAUG73 development, and methods of research; and pestservice, which Several inadequacies exist in the training of those teachers included thesis proposal approval, additional course work in who teach in reservation schools. These teachers often knee admininstrationand supervision, and training in how to nothing of the special characteristics of reservation life, ul conduct in-service programs for classroom teachers. the language and culture of their pupils, or of the best ways Twenty-four of 25 interns completed the program in 1973 and to teach children of non-Anglo backgrounds. This absence of were recommended to the Superintendent of Public Instruction knowledge then causes adjustment frustrations for both the as qualified provisional (initial) teachers of elementary teacher and tne students. Some suggestions for recruiting and school physical education. (Author/JA) producing better teachers of non-Anglos include (1) retrainig existing staff: (2) cooperating with colleges of education to help prospective teachers learn enough of anAmericanIndian culture and language to deal effectively with children of that E0129738 95 5P010451 culture and language: and (3) taking as candidates people who Teacher Corps/Youth Advocacy Projects: Educationfor are native to the area, familiarwith the languageand Troubled Youths. culture. andaccustomed to the isolationanddistances Lauen, Roger J. involved in living and teaching on a reservation. Office of Education ((MEW). Washington. D.C. Teacher Corps. Additionally, the origin, administration, and organization of 1976 26p. theNavajo-Hopi Teacher Corps Programare discussed. A EDRS Price - MF01/PCO2 Plus Postage. competencybased teacher education program is noted as one of Language: ENGLISH the outstanding features of the Teacher Corps Program. It is Documtait Tees: DOOK (010) concluded that with theproper professional preoaration of Journal Announcement: RIEFEB77 Indian people, they should eventually be conteolling theirown The Youth Advocacy Projecte of the Teacher Corpsare those educational destiny and have full self-determination. (HBC) that deal with the educational needs and way:i of responding to the needs of criminal offenders. The progroa involves two-y9ar programs for teacher training and utilization. lee number and scopeof theseprojects, originallycalled Corrections Projects, is outlinedand illustrated. The six operating projects are presented and analyzed in acomparative fashion that highlights critical areas of -the programs: shared goals and objectives. governanceandadministration, staffing patterns, educational andcurricular emphasis. There are changes needed in all facets of education, particularly as it relates to troubled youth. Some critical elements of these changes are examined including: educational content/curriculu- m: leareing and teachlegtechniques: interdisciplinary currici la and collaborative decision-making; and local DIALOG Filet: ERIC - 66-82/Mar (Item 535 of 637) User 9002 15apr82 1791
financial data, e) scope, f) minority recruitment, and g) E0032256M SP003030 analysis of past evaluations. The second part assesses Teacher Teacher Corps: A New Dimension' in Education. Selected Corns in terms of the following: a) Readings. progress toward goals and objectives, b) comparison withother teacher education Kennedy, V.J., Ed.; Roush, Robert E., Ed. programs, c) cost effectiveness, d) program flexibility. Houston Univ., e) Tex. .Bureau_ of Educational Research and efficient management. and f) comprehensiveness. The third part Service. comprises a list 9f recommendatiqns. 1969 236 p. Five appendixes are included which contain a) a legislative history, b)a synopsis Available from: Bureau of Educational Research and Services of the tenth cycle, c) a listing of evaluations, d) responses University of^Houston, Houston, Texas 77004 ($3.75) toa questionnaire, and e) a listing of special development Document Not Available from EDRS. projects. APB) Language: ENGLISH Journal Announcement: RIEJAN70 This collection of 46 journal articles, compiled to provide readers with a c'escription of all facetsof the National ED029854 $P002694 Teacher Corps program, is intended to represent the diverse Teacher Corps: Two Years of Progress and Plans for the - points of view of many recognized leaders in the fields of Future. coroensatory, public school, and higher education. The book is Teacher Corps, Washington, b.C.; Washington School of designed especially for Teacher Corps interns and team leaders Psychiatry, Washington, D.C. and' for public school administrators interested In 15 Oct 1968 63p. - establishing a Teacher Corps program in their schools. The Sponsoring Agency: Bureau of Educational Personnel editors provide brief introductions to each section. Articles Development (DHEW/OE), Washington, D. C. Teachers Corps. in part 1 deal with the authorization, administrative EDRS Price - MF01/PC03 Plus Postage. structure. and objectives of the program,which was designed Language: ENGLISH to recruit and train teachers who would work in areashaving Journal Announcement: RIEOCT69 large concentrations of low-income families or minority this interim report presentsoperational andevaluational groups. Part 2 on the Corp's contribution to change in the concepts and results and plans of the Teacher Corps from 1966 structureand content of teacher education programs includes to 1968 in five sections. Section 1 capsules the objectives of descriptions of some of the innovations introduced into the program: to broaden programs of teacher preparation and to p"ograms to train corpsmen. Articles in part 3 deal with the .strengthen educational opportunities for disadvantagedyouth. Corps' impact on classroom instruction procedures; included The Teacher Corps program is overviewed in the second section are representative local program descriptions and discussion with information on the inception and funding of theprogram; Of specific innovations designed to provide instruction that the program's first interns and their problems; the structure is more relevant, more individualized, and more effective with of the training programs, if,cluding their setting disadvantaged children. their Part 4 contains articles on patterns involvement in the community, their participants' roles, and and perspectives for the future. Articles in the appendix their cirriculum relevance; and the future role of the Teacher providea sample of editorial comment about the Teacher Corps Corps. Section 3 presents results of an evaluation of the from trade journale and commercial magazines. (JS) first two-yearcycle: an examination of the reasons for the high attrition rate of both interns and their instructors, and the results of an evaluative questionnaire (whichdealt with characteristics of the respondents, ED109083--SP009330--- pcciessional... relatfaiiihips, and satisfactionwith theprogram and its Teacher Corps: Past or Prologue? design) completedby both interns and their instructors. National Advisory Council on Education Professions Conclusions and recommendations for the futurewhich were Oevelopment, Washington, D.C. suggested by the results of the evaluations are presented in Jul 1975 73p. section 4, and the problems involved in setting up an overall Available from: National AdvisoryCouncil on Education program evaluation system arepresented in section 5, Professions Development, Suite 306, 1111 20th Street. N.W., including the development of a detailed Teacher Corps Washington. D.C. 20036 (Free) systems model designed to provide a conceptual model for the EDRS Price - MF01/PC03 Plus Postage. evaluation system. (SM) Language: ENGLISH Document Type: RESEARCH REPORT (143) Journal Announcement: RIENOV75 This evaluation report on the Teacher Corps is divideo into three parts. The first part describes the past and present status of the organization, looking at a) origin and history, b) the 1974 amendments, c) current operations, d) staffing and 361 DIALOG Filel: ERIC - 66-82/Mar (Item 538 of 637) User 9002 15apr82 1792
ED100564 RC008254 ED141305SP011156 Teacher Education for a Multi-Cultural Society: Overview of a Program. Teacher Perceptions of and Reactions to Field Based Programs in Early Childhood, gleeentary. and Middle SchoolEducation at Murphy, D. M. the University of Georgia,,1973-74. Alaska State Dept. of Educatin Juneau, Elmore. Randy F.Cromartie, Sue W. Dec 1974 23p. Jun 1975 123p. Sponsoring Agency: Office of Education (DHEW). Washington. EDRS Price - MFOUPC05 Plus Postage. D.C. Teacher Corps. Language: ENGLISH EDRS Price - Mr0i/PC01 Plus Postage. Document Type: RESEARCH REPORT (143) Language: ENGLISH Journal Announcement: RIENOV77 Document Type: PROJECT DESCRIPTION (141) During the school year 1973-1974 the Division of Elementary Journal Announcement: RIEMAY75 Education at the University of Georgiahad A joint Teacher Crops/Career Opportunities Programetate of undergraduate programs involving field work in 13 schools. The schools were Alaska project in its fifth year. Cross-Cultural ducation divided into three categories: centers forcompetencybased Development/Alaska Rural Teacher Training Corps (X-CED/ARTTC) teacher education, field experience centers, and teacher focuses on exploration of corps the' ends desirable to meet the centers. Theseprograms required the assignment of teams of educational needs of the culturally different and development professors and students to local elementary schools for work of the processes necessary to achieve them. A microcosm of the with classroom teachers and pupils. broader society, A survey was conducted on it provides a cohesiveenvironment dealing the classroom teachers' perceptions of and reactions not only with to the the delivery of Instruction but with field based programs. This report presents an analysis of the cross-cultural dynamicsand thepolitics of educational survey results. Response to the survey indicated the following change. X-CED/ARTTCdeparts from the historical teacher reactions: (I) teachers perceived the field-centered programs education program in that: (1) the students are field- based; to be beneficial and well operated; (2) teachers felt the (2) "team leaders" are university instructors with full programs benefited pupils in that greater individualization of faculty status, salaried exclusively from State funds and learningwas possible and that teachers themselves were locatedpermanently in the field: and (3) a new and frequently stimulated by the presence of college personnel; alternative curriculum (in content, process, means, and locale (3) students enjoyed their field -based contacts and of delivery) is being created by the faculty who combine their experiences; (4) on the whole, classroom teachers felt that knowledge and talents with their experience from living and student teachers frequently taught well and related well to working in the clientele's cultural environments. This paper pupils. Four appendixes included in this report contain presents an overview of the: sample (I) program's effortsand (2) questiorNairesgiven to teachers for evaluation and tables plan to develop a curriculum which has unique features and giving responses to individuallyobserved student teacher will co-exist with the more conventional university offering. behaviors. (JD) Theproposed undergraduate and graduate programs are outlined by areas of study and degree emphasis. (NO)
ED100942 95 SP008873 Teacher Interaction. Affective 11.0. Sorgers. Sherry 8., Comp.; Ward, G. Robert, Comp. Houston Univ., Tex. Coll. of Education. 8p..; For related documents, see SP 008 803-806, 867 -872, 874 and 875 Sponsoring/Agency: Office of Education (DREW), Washington. D.C. Teacher Corps. ` :DRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEMAY75 This module allows the learner to examl'e the manner in whichhe/she interacts by providinga sample of possible interactionsandhaving the learner demonstrate human relations skillsby interacting with others. Role playing. group discussion, and (eedback form the crux of this module. (MJM)
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a projects are described. (CO ED127273SP010308 Teacher Role Group Response on Special Training Provided by Projects and Networks in 1975-19711. Goddu, Roland ED162978 95SP013363 Now England Program in Teacher Education. Durham. N.H. Teachers' Centers: A Nei/ Voice for Teachers in Teacher Aug 1976 13p. Education Reform. EORS Price - MFO1 /PCO1 Plus Postage. American Federation of Teachers. Washington, D.C. Language: ENGLISH 1978 28p.: Paperspresented at AFT Ouest '78 (7th. Document Type: RESEARCH REPORT (143) Washington, D.C., April 28-30) Journal Announcement: RIEDEC76 SponsoringAgency: National inst. of Education (DHEW), This paper is a summative review of responses reenivedfrom Washington, D.C. teachers who participated in Teacher Corps projects during Contract No.: 400-77-0092 1975-1976. The survey sought todetermine 4nvolvement by Available from: American Federation of Teachers, AFL-CIO, 11 teachers in Teacher Corps training, planning, evaluation. Dupont Circle, N.W., Washington, D.C. (Item No. 437, free) work-related activities. network, activities, and in EDRS Price - mFo1 /Pco2 Plus Postage. decision-making about training events. In addition. teachers Language: English were asked to rate individual trainingevents they attended Document Type: CONFERENCE PROCEEDINGS (021) during the year and indicate three things that should be Geographic Sourceu U.S.; District of Columbia modified to make Teacher Corps projects moreeffective. The Journal Announcement: RIEAPR79 survey elicited 54 responses, most of them that: The titles included in this document are: (1) TheNew (1) teachers did not feel parity in decision-making: (2) they Teacher Center Program; (2) Teacher ..orps and Teacher Centers: did not feel training programs were planned, implemented, or Forging New Alliances; (3) Teacher Centers: For Exploring What evaluated by them or for them; (3) they confused network and Schools Are Aiming At andHow to Get There; and (4) The university support; (4) they &ought improvement of skills to Detroit Center for Professional Growth and Development. (DS) work withinternsand other teachers towards improving 4 teachingiskills, curriculum, and use of the school plant; (5) they felt projects were not planned, implemented, or evaluated with th : (6) they reported increased expertise in use of special education, reading, math, andother specific curric um materials, and techniques in classrooms; (7) some expres edconcern aboutcommunity and parental involvement; and ) a few were aware of the newdemonstration focus in Teacher Corps projects. (DMT)
ED190549 SP016493 Teacher Training Perspectives. Johnson, William H., Ed.; And Others Loretto Heights Coll., Denver.Colo. May 1980 59p.: For related document, see SP 016 506. Sponsoring Agency: Office of Education (DHEW), Washington, D.C. Teacher Corps. Contract No.: 300-78-0333 EDRS Price - MF01/PC03 Plus Postage. Languat English Documen. iype:-SERIAL (022) Geographic Source: U.S.; Colorado Journal Announcement: RIEDEC80 This publication consists of articles that detail the state of teacher ndvcation programs in the Rocky Mountain area. The articles discuss: 1) the evaluation of college courses taught in a rural setting, 2) professional development and role models, 3) multicultural education, 4) future educational trends, 5) educational cooperation, 6) student learning skills, and 7)student employment. Several Teacher Corps DIALOG Fllei: ERIC - 66-82/Mar (Item544 of 637) User 9002 15apr82 1794
Document Type: CLASSROOg MATERIAL (050) ED093844 95 SP008212 Journal Announcement: RIENOV74 Teaching Elementer!, School Math,tompetency-Based Approach. This is one of a series of eight Teacher Education Modules Adams State College. developed by Adams State College Teacher Corps Program. The 11 Evans. Carlton: and Others modules in this social studiessequence Adims State Coll. of Colorado. Alamosrl. for the elementary education student have five goa : a) to enable interns to .1974 25p.; Paper prepared for theAdams State College participate in inductive learninsituations, b) Teacher Corps to introduce Program (Alamosa, Colorado); For related interns to some basic concepts of each of the social science documents, see SP 008 208-211 and 213-215 disciplines, c) to survey and nalyze a variety of social Sponsoring Agency: Office of Education (DHEW), Washington. studies, resources. d) to en ble interns to participate in D.G. discussions of elementary social studies teaching ant No.: DEG-0-73-1039(715) plans and learningactivities, and e) to enable interns to select and Available from: Adams State College, Alamosa, Colorado 81101 develop social science activities (no price quoted) for students of various interestsand abilities. Each module consists of a statement EDRS Price - MF01/PC01 Plus Postage. of the objective, enabling activities, and Language: ENGLISH evaluation procedures. The module titles are: a) Basic Social Science Document Type: CLASSROOM MATERIAL (050) Concepts. b) Basic Social Studies Concepts and Sequences Journal Announcement: RIENOV74 of LearningActivities for Children, c) Basic Social Studies The stated -goals for the nine modules in this elementary Concepts and Materials in the Social Studies Resource math cluster, which is part of a Center. series developed for the d) Social Studies Concept Attainment, e) Field Use of Social Adams State College Teacher Corps program, are that the intern StudiesConcept Attainment Exercises. f) Planning will: (a) unders he and scope and sequence of topics in Inductive Teaching Episode on Concept Formation, g) Field Use elementary mathem cs, (b) be familiar with a wide variety of of an Inductive Teaching Episode on activities Concept Formation, h) materials for use in amathematics .laboratory Analysis. Use andAdaptationof Resources from the Social approach, ) know various alternative approaches to teaching Studies Resource Center, 1) Field Use of Two Resources from given math matics topics, (d, utilize methods whichconvey the Social Studies Resource Center, j) understand ng Investigation of Two of concept rather Than rote memorization, (e) Teaching Strategies. and k) Field Use of a Teaching Strategy realize that 'pupil attitudes toward a subject are as important and Development of Student Evaluation. (HMD) as aptitude, (f) understand the relationship between mathematicsand other elementary school curricula, and (g) know the relevance of prevalent learning theories to the specific area of mathematics. Each module containsa statement of the underlying rationale, the objectives for the module, enabling activities, and evaluation procedures. Module topics include set theory and operations, numbers, numeration sYdtems, addition and subtraction, multiplication and divJsion, geometric concepts, fractionsand decimals, measurement, problem solving, and evaluation of mathematics learning. (HMO)
E0093843 95 SP008211 r, Teaching Elementary School ,;octal Studies, Competency-Based Approach. Adams State College. Lonsdale, Helen C.: And Others Adams State Coll. of Colorado, Alamosa. .1973 33p.; Paper prepared for the Adams StateCollege TeacherCorps Program; For related documents, see SP 008 208-210 and 212-215 Sponsoring Agency: Office of Education (DHEW), Washington, D.C. Grant No.: 0EG-0-73-1039(715) Available from: Adams State College. Alamosa, Colorado 81101 (No price quoted) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Language: ENGLISH DIALOG Filei: ERIC - 66-82/Mar (Item 546 of 637) User 9002 15apr82 1795
aspects such as morale, teamwork, and productivity. The `leader ED172475EC114840 must facilitatea positive relationsh4 between the team and', Teaching for Talents and Gifts 19711 Status. Developing and the neighborhood by helping to establish ,organizations for / Implementing Multiple Talent Teaching. cooperative effort. In the supervision of student teachers, Taylor. Calvin W., Ed. the team leader acts as a stabilizing influence. Interprets Dec 1978 161p. district policy, selects cooperating teachers, and evaluates Sponsoring Agency: National Inst. of Education (DHEW). interns. (HMD) Washington. D.C. Contract No.: NIE -PO-77 -0075 EDRS Price - MF01/PC07 Plus Postage. Language: English ED133555 SP115787 Document Type: PROJECT DESCRIPTION (141): CONFERENCE PAPER Ten Years Of Teacher Corps, 1988-1978. From the Field, (150) Teacher Corps Recrultmen' and Referral Center, Los Angeles, Geographic Source: U.S.: District of Columbia Calif. Journal Announcement: RIENOV79 .1976 36p,: Photographs may not reproduce clwarly. The result of a research conference, the document contains a Sponsoring Agancy: Office of Education (DHEW). Washington collection of short studies and implementation experiencesof D.C. Teacher Ccrps. leaders in the field of multiple talent teaching. Contributors Contract No.: 300-75-0103 ^epresent 12 states: Alabama. Florida. Idaho. Illinois. Iowa, EDRS Price - MFO1 /PCO2 Plus Postage.' Kentucky. Minnesota. New Hampshire. Texas. Utah. Wisconsin. Language: English and Wyoming. Each presentation generally touches on six Document Type: HISTORICAL MATERIAL (060);COLLECTION (020): points: (1) how their program was started and when andhow PROJECT' DESCRIPTION (141) financed: (2) coverage of teachers, schools, districts. etc.; Geographic Source: U.S.: California 13) evaluation measures and findings--assessment of success Journal Announcement: RIEJUL80 and failures; (4) contributionsmade. to Multiple Talent This brochurecontains a collection of articles on Teaching: (5) recommendations to those interested in adopting significant programs instituted by the Teacher Corps over the teaching for multiple talents: and (6) prospects and issues ten year period 1966-76. A capsule history of Corps activities ahead. Among the programs considered are Project Impact. during this period and personal profiles of Corps directors Project Implode. Talents Unlimited Project. Project Reach, and are presented. articles are included on the topics of Teacher Teacher Corps Project. Entries include the following: °New Corps instructional programs, community basededucation, Measures Relevant to Talent-Focused Education" (R. Ellison): multicultural education, field based education, and "Talents Unlimited in Pre-Service Education" (C. Schlichter); collaboration between the Corps and other agencies. (JD) "Eleven Multiple Talent Elementary Schools" (B. Thomas): "A Teacher Corps Project on Multiple Talents" (J. Hainsworth); "Idaho's Awakening to Multiple Talent Teaching" (W. Freeman);' "UnderlyingBases of Multiple Talent Teaching" (C. Taylor): and "A Theoretical Model for Training of Multiple Talent Teachers (J. Juntune and L. Worthley). (SBH)
ED100895 5P008823 Use Leaders View Teacher Corps. University of Southern California. Los Angeles. Feb 1969 400. EDRS Price - MF01/PCO2 Plus Postage. Language: ENGLISH Document Type: BOOK (010) Journal Announcement: RIEMAY75 Therole of the Teacher Corps team leader involves not only the training end supervisionof corpsmen. but also the facilitation of community involvement and intrateam relations. During the preservice program, the team leader helps to plan the program. Initiate the corpsmen, lay the groundwork in the community and local school district, end provide assistance in the salf-discovery process of interns. Growth and development of xne team is the mponsibility of the, leader and includes
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nonminortty interns had the highest grade point averages of E0027257 SP002233 any of the groups in this comparison. The ABC'S of Teacher Corps Recruiting. When the interns were grouped by sex, the male interns appeared very similar to the Office of Education, Washington. D. C. Teacher Corps minority interns. while thefemalesclosely re,embled the 1967 34p. nonminority interns. (BO) MRS Price - MF01/12CO2 Plus Postage. Language: ENGLISH Journal Announcement: RIEJULB9 The first half of this detailedguide on Teacher Corps E01716705P014288 recruiting, designed for the use of school admiAistrators. The Adaptationand Adoption of presents all Research and Development procedures necessary for an effective college Products for Institutionalization of Change. campus recruiting program. Included are sections onplanning Bergman. Wayne; Quirk. William the approach; forming a recruiting team of teacher interns: 28 Feb 1979 26p. laying out an interesting schedule (with timeplanning); EORS Price - MFOi /PCO2 Pius Postage. implementing public relations (such as securing the support of Language: English community leader:s, making protocol eels on the college Document Type: PROJECT DESCRIPTION (141) placement d,rector and the public relations officer, ordering Geographic Source: U.S.: Kansas posters from Teacher Corps Washington. and enlisting the aid Journal Announcement: RIEOCT79 of radio, television, and the press); and the final fullowup. The field-based masters degree programat EmporiaState A chrpnological checklist summarizing these activities is also University wasdesigned to meet the needs of fully employed presented. Appended as the second half of the guide is a teachers and supervisors. The curriculummaterials and detailed description of a Teacher Corps 'recruitment program delivery system sought to address the following research-based which took place in Chicago in 1967. (SM) needs: (1) createan ongoing organizational policy making structure; (2) develop a method of shared decision making at an Individualized teacher level. (3) relate the majority of the inserviceprogram to the E0113355 5P009592 universitygraduatecredit system; (4) extendpreexisting university graduate degree The AcademicPerformance of TeacherCorps Interns at programs into a field-based mode for Michigan State University - -An Interim Report. curriculum development: and (5) engage all participants in an ongoing cyclic process McIntyre, Lonnie O. of learning-innovating-implementing-evaluating. Research and Michigan State Univ., East Lansing. Coll. of Education. development products were 12p. adapted and packaged for the inservice instruction as substitutes for the EORS Price - MFOI/PC01 Plus Postage. requirements of the regular degree program. Language: ENGLISH Courses focusedonneeds assessment, developinc, instructional plans, supervisionpf Document Type: PROJECT DESCRIPTION (141) instruction, and Journal Announcement: RIEFE676 interpersonal communication. The delivery system was supported by both the university and the local This Teacher Corps program at Michigan StateUniversity is education agency, and a Teacher Corps group helped in bringing attempting to improve the quality of preservice teacher about the needed institutional change. (OS) education within a competency based framework. The program _ emphasizes'consistent use of instructional design and the instructional processes of assessment, goal setting, determining -objectives. developing teaching strctegies. and evaluating. During this two-year program, stuents ccend 50 percent of their time in an internship et a Lansing ,lementary school and50 percent of their time in completing degree requirements. 'Additionally, the interns receive ;:eld-based bilingual training and are involved In a variety of community based activities. In the spring of 1973, 30 interns were eelectd for this program frompopulations which included Mexican-Americans and/or Spanish-speaking, blocks, American Indians, and economically disadvantaged whites. On examining the academic achievemeAt of these interns, it was found that the meangrade point average for these Teacher Corps interns was the same as for the seniors in the Collect of Education et Michigan State University. Fifty percent of theminority interns had grade point averages equal to or better than the average for the seniors in the College of Education. The DIALOG Filel: ERIC - 56-82/Mar (Item552 of 637) User 9002 15apr82 1797
teacher educator, a beginning teacher, E0182015PS011156 and school administrators. Section 2 consists of three articles The Anatomy of a Program of Humane Oircipline in the Atlanta describingnew patterns of induction used in a New York State Public School System. project, in a Hawaii proje6t, and in Atlanta the Teacher Corps. Public Schools. Ga.; Atlanta Teacher Corps Section 3, devoted entirely to reports of the NASSP project, Consortium. Ga. includes articles by the director, the assistant director, two 1979 31p. beginning teachers, a cooperating teacher, a school-based Available from: Atlanta Teacher Corps, 2930 Forrest Hill inservice leader, and two principals. Brth articles in Section Or., S.W., Suite 208. Atlanta, GA 30315 ($0.50; 10 or more 4, Preparation and Beginning." focus copies. $0.30 each) on the effects of preservicepreparation on the experiences of beginning EORS Price - MF01 Plus Postage. PC Not Available from EORS. teachers. (JS) Language: English Document Type: NON-CLASSROOM MATERIAL (055): TEST. QUESTIONNAIRE (160) Geographic Source: U.S.: Georgia E0100908 95 SP008836 Jou^nal Announcement: RIEJUN80 The Black Culture Ghetto Cycle Syndrome. This document on discipline in school describes the policy. Chochezi: And Others processes and products prepared an supportiveresources used Houston Univ.. Tex. Coll. of Education. in Atlanta. Georgia schools. Basic components of inservice 29p. training and support for the discipline policy are listed. A Sponsoring Agency: Office of Education (OHEW). Washington, school climate surveyquestionnaire used in a survey of D.C. Teacher Corps. teachers is included with results which reflect the attitudes MRS Price - MF01/PCO2 Plus Postage. of Atlanta classroom teachers toward the district's discipline Language: ENGLISH program. Supportive resource° for disciplineprogram Document Type: PROJECT DESCRIPTION (141) implementation include a district operations manual, Journal Announcement: RIEMAY75 administrator and teacher manual. action plan forms, brochures This learning component provides interns with insight into for students and letters to parents. Procedures for in-school the dynamics of black culture and the ghetto cycle syndrome. suspension bnd a detention policy are indicated. (Author/RH) develops cositive attitudes towardblack people andblack culture as reflected in the behaviors of black people, and re'ates this knowledge and information to the understanding of other cultures. Activities within the component emphasize the ED(1462: 5P001812 black family, eco-political systems, discrimination against 1..e Beginning Teacher. The Bulletin of the National black people, human demoralization, and untapped resources. Association of Secondary School Principals, Volume 52, Number Two modules are presented, cul4ure and the black family, with 330, October 1968. learning activities bibliographies, and flow charts. (Mal) National Association of Secondary School Principals. Washington. D.C. Oct 1968 157p. Sponsoring Ac_ncy. National Association of Secondary Schoot Principals, Washington. O.C. Available from: Nelonul Assn. of Seuondary School Principals, 1201 16th S. , Washington, 0.C., ($2.00). MRS trice - MF0I/PC0i Plus Postage. Language: ENGLISH Journal Announcement: RIEAPR69 The major portion of this issue of the Bulletin conr:sts of reports of various aspects of the National Association of Secondary School Principals (NASSP) Project on the Induction of Beginning Teachers, a three-year demonstration program (involving 188 beginning teachers and 37 cooperating teachers in 33 schenls in Michigan. Virginia. Missouri. Ohio, and Florida) designed to disLove- meansbywhich the critical first years can bemaue Latter ones in order to reduce the teache- dropout rate. Other papers relating to the professlonrl development of new teachers are also included. Section 1. "That First Year The Way It Is," includes articles describing the first year as s"en from the viewpoint of a
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systems. A description is given ED041254 AL002424 of adapting this change strategy in a Teacher Corps project The Cameraas the "Eye of the Mind." and of the project's A Pilot Project for successes and failures in achieving change. Ananalysis Visual Literacy andthe Tea. hing of English as is a Second given of ideologies of change as they inform theory and Language to Disadvantaged Spanish Speaking Migrant Children. practice. It is concluded that fundamental macro educational Hoffernan-Cabrera, Patricia change has been difficult to achieve because change .1970 17p. theory and technology have been historically weak. (JO) EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Journal Announcement: RIEDEC70 This document is a prospectus for a pilot project being E001937700005991 developed by Teacher Corps Rural-Migrant, Untvers!ty of THE CITY IS A TEACHER. Southern California. in cooperation with the Cutler -Orosi HOWE, HAROLD, II Unified School District in Tulare County. California. The 13MAY1966 i3P. project alms to "utilize visual literacy to teach Englishas a EORS Price - MF0WC01 Plus Postage. second languageand to develop other communication skills in Language: ENGLISH educationally handicapped Spanish-speakingMexican American Journal Announcement: CUMREPT children of migrant andseasonal farm workers, using the THE PROBLEM OF POVERTY IN THE C\ITY GHETTO FORMS camera as the 'eye of the mind' to bring out self-perception. A environmental COMMICATED CHAIN OF DISCRIMINATION AND LOST OPPORTUNITIESFOR awareness, and the ability to interact in and WHIM-, ALL AMERICANS PAY. relate to. COSTSARE INCURREDFROM POOR read and write about (in both English and Spanish) EDUCATION, UNEMPLOYMENT, WASTE OF INDIVIDUAL TALENT. the 'world we live in." One of the specific objectives is to RISING CRIME RATES. MILITARY SERVICE REJECTION RATES, AND 'show that learner-centered curriculum created by OTHER thechild SOCIAL PROBLEMS. 114F EDUCATION LINK IN THIS CHAIN IS THE with a camere, which allows that child to 'invent' himselfand SEGREGATED, INFERIOR SCHOOL. RECENT EFFORTS AIMED AT conceptualize about the world he lives in,is a more effective IMPROVING teaching GHETTO SCHOOLS INCLUDE TITLE I OF THE ELEMENTARY'ANDSECONDARY tool than teacher-generated, cognitively devised EDUCATION ACT AND THE NATIONAL TEACHER CORPS. material which must be taught AT THE NATIONAL in c rigidly structured 'and LEVEL, THE U.S. OFFICE OF EDUCATION HAS BEEN RESPONSIBLE FOR controlled sequence." A discussion of the author's rationale, ABOUT 100 PROGRAMS. MEASURES FOR IMPROVING THE GHETTO SCHOOL the type of activities to be incorporated into this "Visual AT THE LOCAL LEVEL SHOULD INCLUDE INCREASED FINANCIAL Literacy" program, evaluationand dissemination. SUPPORT and the AND SPECIAL SERVICES SUCH AS COUNSELING ANDGUIDANCE, SMALL hardware tO be used, are presented. (Sae AL 002 444 for a CLASSES, REMEDIAL description of INSTRUCTION. AND MEDICAL AID. THE the pilot program carried out at the Yettem. OPPORTUNITY FOR AND California school.) (AMM) EXPECTATION OF PERFORMANCE BY DISADVANTAGEDCHILDREN MUST BE CREATED TO FACILITATE THIS GOAL, AND CITY SCHOOL SYSTEMS MUST ADOPT POLICIESTHAT WILL GUARANTEE THE ASSIGNMENT OF EXPERIENCED AND SPECIALLY TRAINED TEACHERS TO GHETTO SCHOOLS. E0199220 SP017630 A MOPE DRASTIC MEASURE WHICH WILL BE NEEDED IS THE ALTERATION OF POLITICALANDSOCIAL The Certaintyof Change Theory: An Analysis of Experience and Ideology. BOUNDARIES. RACIAL AND SOCIOECONOMIC SEGRECATION COULD THENBE BROKEN BY THE CHOICE OF NEW SCHOOL SITES AND BY THE Pine, Gerald J. DEVELOPMENT OF 1981 CENTRALIZED SCHOOL COMPLEXES. THIS PAPER WAS 47p.: Paper presented at the Annual Conference of the DELIVERED BEFORE THE ANNUAL CIVIL ASSEMBLY OF THE CITY CLUB Association of Teacher Educators (Dallas. TX, 1961). OF CHICAGO, CHICAGO BAR ASSOCIATION, CHICAGO, ILLINOIS, MAY 13, EORS Price - MF01/PCO2 ilus Postage. 1966. (MM) Language: English Document Type: CONFERENCE PAPER (150): PROJECT DESCRIPTION (141) Geographic Source: U.S.: Michigan' Journal Announcement: RIEJUL61 A change strategy, known as "systematic ad hocism," isbased n three assumptions: (1) A concentration on individual teacher concerns as a first step in the change process is justifiable: (2) Encouragement of dialogue among teachers who have taken individual actions leads tocollaborativeactions and providesbases for organizational change: and (3) Inservice education must be responsive to netted needs, involve both theory and practice, and allow multipleentry and exit points for the teaching staff th.ugh multiple delivery 'Iv! 375 DIALOG Filet: ERIC - 66-82'Mar (Item 558 of 637) User 9002 15apr82 1799
development programs, (2) community based programs, ED059988 24 (3) SP005603 interagency-interaction model, (4) exceptional child TheCodpetency-based Teacher Education Development Projects. component, (5) multicultural component, (0) Vols. I and II. Final Report. teacher-intern component, (7) leadership training program, (8) adoption and Weber, Wilford A. institutionalization, (9) graduatecredit for training Syracuse Univ.. N.Y. School of Education. activities, and (10) the Teacher Corps Project Center. Dec 1971 Major 270p. processes described includeaspects of the organizational Sponsoring Agency: National Center for Educational Research structure. the recruitment. selection and organization of the and Development (DHEW/OE), Washington. D.C. Teacher Corp Team, and plans of action for the instructional Bureau No.: BR- 0 -n744 program. Also presentedare proposedstrategies Grant No.: OEC-0-70-4535 for the management, evaluation. dissemination, and institutional EDRS Price - MF01/PC11 Plus Postage. adoption of such a program. A list of references is provided. Language: ENGLISH (Author/E0) Journal Announcement: RIEJUN72 The purposes of the project were to facilitate, coordinate. describe, andevaluate the activities of seven fifth-cycle Teacher Corps programs as they developedand implemented--to ED120169 95 SP009942 the extent possible--competency-based teacher education The Consequences of TrainingTeachers to Use Mastery programs utilizing the tenNational Center for Educational Learning. Research and Development teacher education modelsas a Okey, James R. resource. Consequently, the activities carriedout by the Office of Education (DHEW). Washington, D.C. Teacher Corps. projectwere intended to facilitate the goals of each of the Apr 1976 16p. seven programs by providing for greatercommunicationamong Available from: Paper presented at the Annual Meeting of the them, by coordinating resource utilization so as to maximize American Educational Research Association (San Francisco, productivity. by relievingprograms of certain evaluation California, April 1976) responsibilities so that thelr resources fight be directed EDRS Price - MFOI/PC01 Plus Postage. toward instructional aspects, and by pro iding certain Language: ENGLISH resourceswhich otherwise might not have bee\ evallable. An Document Type: RESEARCH REPORT (143) examination of program development efforts sug eatsthat the Journal Announcement: RIEJUL76 processes involvedwere both complux and difficult. Lack of Thepurpose of this project was to produce materials that time and money appear to bechief among the manyproblems would foster favorable teacher attitudes toward the philosophy encountered. Despite those problems, progr ss seems to be behind mastery learning. One otherpurposewas to help rather substantial when viewed in the light of realistic teachersacquire the skills needed to use mastery learning in expectations. Evidencesuggests that interns,felt much more their classrooms and to determine the effects on pupils when positively toward competency-basedteacher education. the mastery learning techniques were used. Forty-four teachers and competency -based aspects of their program, and their total interns from four Indianapolis schools were equally divided program than they did toword more traditional approaches to into groups according to race and sex. The material developed teacher education. (Author) was a Mastery Teaching module which included an introduction and six sections. A slide/tape accompanied each of theseven parts. An accompanying manua contained objectives, practice exercises, and feedback. e manual also included self-tests E016470500018997 with answers for each se tion, a pre-test on prerequisites, The Comprehensive Urban Youth AdVc-stcy Program Proposal. and a project section. Pre- and post-treatment measures were Dallas County ,:..avenile Dept., Tex.; Dallas Independent administered to the teachers and interns on both cogoitiveano School District, Tex.: North Texas State Univ., Oenton. affectivevariables. The results indicated that teachers and Mar 1978 123p. interns acquired the mastery teaching skills and used them to EORS Price - MF01 Plus Postage. PC Not Available from EDRS. the degree that pupilsperceived differences Language: English in their teaching, Teacher atItudes toward themastery Document Type: PROJECT DESCRIPTION (141) teaching philosophywere generally positive, and students' attitudes Geographic Source: U.S. and achlevemen werefavorablyalteredbecause of their Journal Announcement: RIEMAY79 teachers' use of mastery teaching. (DT) Thin document describes a program designed to strengthen the educational opportunities of juvenile delinquents and/or youth offenders In the Dallas Independent School District tOISO) and the Dallas County Juvenile Department Detention Center. The project's goals, expectedoutcomes andactivities are outlined. Major project components outlined include: (1) staff :33 37'1 . DIALOG Filei: ERIC - 66-B2/Mar (Item561 of 637) User 9002 15apr82 1800
development of the agreement and examines the ED100899 95 SP009025 program in order to make recommendations for future interagency collaboration. The Cooperating Teacher in the Teacher Corps Design. The methodology Groefin, Annette; Van Brunt. Vida L. includes comparisons of the needs of the two parent agencies, use of a transactional model for analyzing University of Southern California. Los Angeles. the program's functioning, 26p. and examination of the organizational subculture of the program through Sponsoring Agency: Office of Education (CHEW), the use of Washington. Interviews, observations, andother information gathering D.C. Teacher Corps. methods. (PGD) EDRS Price - MF01/PCO2 Plus Postage. Language: ENGLISH Document Type: CLASSROOM MATERIAL (050) Journal Announcement: RIEMAY75 E01709I2EA011673 This handbook, which represents the thinking of cooperating TheDevelopment of teachers an Interagency Agreement: The Teacher on a number of issueimportant to all Teacher Corps Corps Youth Advocacy School Crime Intervention Program. programs, provides en overview of the area of concern of Schwartz, Henrietta S.: Schwartz, Bernard S. cooperating teachers in working with interns. Part1 describes Apr 1979 23p.: Paper presented at the Annual the role of Meeting of the cooperating teacher and provides guidelines theAmerican Educational Research Association (San Francisco, for a smooth induction of -interns into the classroomand for California, April 8-12. 1979) ; Best copy available the evaluationof the teaching experience. Part 2 presents EDRS Price - MF01 Plus Postage. PC Not Availablefrom EDRS. some guidelines for cooperating teachers and team leaders, Language: English including some for practical applicatJn and some that point Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150) out to the interns areas to observe in the classroom. Part 3, Geographic Source: U.S; Illinois "Nuggets of Wisdom" offers some suggestions concerning the Journal Announcement: RIEOCT79 physical organization of the class andnegative versus The purpose of this positive investigationwas to document the comments in the classroom. Part 4 defines the team development, operation, and impact of an interagency leader's role in relation to Teacher Cirps and agreement presentssome between two federal departments cooperating specific duties of the team to create the leader. Somehypothetical School Crime Intervention Program, Activity I. The situations, presented for agencies consideration, and a list of involved were the U.S. Office of reminders conclude this handbook. (PD) Educationand the Law Enforcement Assistance Administration. Datawere colleted through interviews with key informants in the agencies and project directors, examinations of files, and nonparticipant observation of progrem-related events. Organizational theories ED170887 EA011842 andanthropological models were used to ,nelyze the largely TheDevelopment of anInteragency Agreement. Office of ethnographic date. Findings indicate that bothagencieshad Juvenile Justice and Delinquency Prevention and TeacherCorps commonbroad social goals in Youth Advocacy School Crime Intervention Program. working with troubled youth. Necessary elements in collaborationreferred toas the Schwartz, Henrietta: Schwart,., Bernard S. "transactional model" facilitated the Youth Advocacy Loop, Peninst6a, Ohio. programdesign and operation of theagreement. These included May 1978 117p. field-based readiness for the prograt., power and authority of the chief Sponsoring Agency: Law Enforcement Assistance Administration administrators, a transactional style of (Dept. of Justice), Washington, organizational D.C.: Office of Education management, frequentcontacts between the key actors, and (CHEW), Washington, D.C. Teacher Corps. power and viability of the Student Initiated Activities Model. Contract No. LEAA-J-IAA-030-6 A number of otherspecific findings and recommendations EDRS Price - MFOI/PC05 Plus Postage. resulted from the study. Language: English Recommendations included the formation of an interagency committee, encouragement of Document Type: EVALUATIVE REPORT (142); RESEARCHREPORT replications of the (143) program, and clearer definition of the project director's role. Researchers Geographic Source: U.S.; Illinois concluded that the success of the interagency agreementwas documented. Journal Announcement: RIEOCT79 (Author/JM) This report documents' thesuccessful coordination of two agencies, the TeacherCorpsof the Office of Education (Department of Health, Education, and Welfare) and the Office cf Juvenile Justice andDelinquency Prevention of the Law Enforcement Assistance Administration (Department of Justice), in the establishment of a joint program, the School Crime Intervention Component (Activity II) of the Teacher Corps Youth Advocacy Program. The report traces the historical
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on the information. Background informationconcerning the ED169056 SP014131 historical and intellectual presence of Mexican Americans is The Developmental Year of a Five Year Teacher Corps Project. presented. (MJM) A Pilot Study. Grady, Mlchae. P. Saint Louis Univ., Mo. Aug 1978 Sip. E0185029 SP015814 Sponsoring Agency: Office of Education (DREW), Washington. The Documentation and Demonstration of the Planning Process: O.C. Teacher Corps. A Reporton the Planningof the Teacher Corps Corpsmember MRS Price - MFOI/PC03 Plus Postage. Training Institute. Language: English Savage. John A. Dccument Type: PROJECT DESCRIPTION (141) Nebraska Univ., Omaha. Center for Urban Education. Geographic Source: U.S.: Missouri Mar 1977 160p. Journal Announcement: RIEAUG79 Sponsoring Agency: Office of Education (OHEW). Washington, This report describes the planning processes used to develop O.C. Teacher Corps. a five-year teacher corpsproject for inservlceteacher Contract No.: 300-76-0228 improvement. Theplanning model was designed to provide EORS Price - MFOI/PC07 Plas Postege. collaboration with all persons who would be involved in the Language: English project. The input from district, university, and community Document Type: PROJECT DESCRIPTION ,141): EVALUATIVE REPORT consultants was used as well as from teachers representing all (142) elementary and secondary grade levels. A discussion of the Geographic Source: U.S.: Nebraska philosophy and rationale of the program is presented, and the Journal Announcement: RIEAUG80 goals and objectivesare outlined. A planningmatrix is The Corpsmember Training Institute (CMTI) is a three-week outlined that provides for collaborative input on the living and learningexperience for all new Teacher Corps following areas of the program: (1) teacher corps guidelines. Interns and Team Leaders. The first CMTI planning process is (2) needs assessment; (3) goals and objectives; (4) delivery documented in this report. The first chapter serves as an system; (5) governance (policy): (8) management; (7) overview of the planningprocess. It provides a brief evaluation; (8) demonstration; and (9) institutional adoption. description of the sequence of planning events, and discusses A copy of the questionnaireused to determine teachers' the concerns and issues which were at the heart of the CMTI concerns and perceived needs is appended. An over-all planning effort. The second chapter describes the initial evaluation of the planning process is Included. (JO) steps in planning the CMTI. Chapters Three and Four, respectively, describe the intermedi to and the final planning stages. Chapter Five reports on the final Institute Review and Advisory Panel 'meeting. and Chapter Six provides a conclusion ED100909 95 SP008837 and recommendations for theplanning of future institutes. The Diagnosis of Cultural Behaviors. (Author/JO) Trujillo, Juan: And Others Houston Univ., Tex. Coll. of Education. 46p. Sponsoring Agency: Office of Education (OHEW). Washington. D.C. Teacher Corps. EORS Price - MFOI/PCO2 Plus Postage. Language: ENGLISH Document Type; CLASSROOM MATERIAL (050) Journal Announcement: RIEMAY75 This competency-based teacher education component emphasizes a systematic process that starts with the identification of a behavior unique to a learner and that ends with the identification of the cultural factors that cause the behavior. A sample module, diagnosing culture: behaviors related to the concept of family.is presented with an outline of two enabling activities. dealingwith authority and authority figuresand with compliments and reprimands./ Four basic steps are suggested to complete the module: (a) identify the behavior: (b) identify all possible sources of information, (c) select the means of gathering information, then complete the investigation: and (d) make a decision based DIALOG Filei: ERIC- 66-82/Mar (Item567 of 637) User 9002 15apr82 1802
EXPERIENCE IN A POVERTY AREA, (3) AT LEAST 1 YEAR OF HAVING ED125788 RC003958 WORKED IN A POVERTY AREA OR LIVED IN A JOVERTY AREA, The Education of American Indians. OR BOTH Volume 1: A Compilation LIVED AND WORKED INPOVERTY AREAS. ALL RAW SCORESWERE of Statutes. Committee Print, 91st Congress, 1st Session CONVERTED TO STANDARD SCORES WITHIN EACH PROGRAM, (October 1989). THE GROUP WITH LESS THAN 1 YEAR OF POVERTY Olguin, Mary, Comp. AREA EXPERIENCE SCORED SIGNIFICATLYHIGHER THAN EACH OF' THE Congress of the U.S.. Washington. OTHER GROUPS. THE D.C. Senate '",ommittee on AUTHORS HYPOTHESIZED THAT THOSE WITH LESS Labor and Public Welfare. THEN A YEAR OF POVERTY EXPERIENCE WERE LARGELY MIDDLE-CLASS, WELL-EDUCATED 1969 30p.; Not available in hard copy due to small print COLLEGE GRADUATES WHO HAVE SUFFICIENTMOTIVATION, IDEALISM, size of original dc .invent AND INITIATIVE TO SPEND A LONG VACATION IN VOLUNTEER POVERTY EDRS Price - MFO Plus Postage. PC Not Available from EDRS. WORK AND THAT SIki.E RATINGS WERE OF PERFORMANCE IN THE PROGRAM Language: ENGLISH RATHER THAN ON THE JOB, THIS GROUP WOULD BE EXPECTED Document Type: LEGAL MATERIAL (090) TO DO BETTER. NEVERTHELESS, THEY FELT THAT IT IS STILL POSSIBLETHAT Journal Announcement: RIENDV76 ONE CF THE OTHER GROUPS WOULD BE MORE EFFECTIVE IN ACTUAL Prepared WORK under the direction of the Subcommittee on Indian WITH THE DISADVANTAGED BECAUSE OF THEIR GREATER EXPERIENCE Education by the Legislative Reference Service of the Library WITH SUCH PERSONS. (LC) of .Congress, this compilationconstitutes anhistorical summary of the major enactments dealing with American Indian educa4ion. In general, this document includes: the Elementary Secondary Uucatfon Act: the federally impacted areas program; ED138571 SP010997 the national defense student loan program; the Headstart The 'Effectiveness of Teacher Corps Graduates: A National program: legislation dealing with the authority of the Bureau Assessment. of IndianAffairs in the field of Indian education. Marsh, David D. Specifically, this document covers the following: (1) Apr 1977 21p.: Paper presented at the Annual Meeting of appropriations for sectarian schools (1897, 1917. and 1969): the American Educational Research Association (New York, New (2) limitation of support for children of.lesu.than one-fourth York, April 4-8, 1977) Indianblood (1918): (3) basis for Federal Indian education EDRS Price - MF01/PC01 Plus Postage. (1921): (4) citizenship (1924); (5) contracts withpublic Language: ENGLISH schools: the Johnson O'Malley Act (1934, 1936, and 1960): (6) Oocument Type: RESEARCH REPORT (143) Navajo-Hopi rehabilitationprogram (1950); (7) federally Journal Announcement: RIESEP77 impacted areas (1950. 1953. 1968, 1958): (8) transfer of Graduates of 20 SixthCycle Teacher Corps Projects were Federal property (1953 and 1962): (9) vocational education compared with other young teachers in terms of their teaching (1956): (10) Elementary and Secondary Education Act of 1965: behaviors and effectiveness wt.', low income/minority children. (11) student loan cancellation (1958): (12) teacher corps' Teacher Corps graduates were superior on many of the skills (1967): (13) Headstart (1964); (14) VISTA (Volunteers in and attitudesdesiredby teacher Corps projects, Service to America. 1964). including (LIC) developing ethnicallyrelevant curricula, using -1munity resources in teaching,. and initiating contact with arents. Teacher Corps graduatesfacilitated greater self-concept development In pupils as assessed by both the self-concept ED011523 SP001046 ' scale and the classroom interaction guide. However, THE there was EFFECT OF PREVIOUSPOVERTY EXPERIENCE ON SUCCESS IN no differencebetween the two groups of teachers in terms of TEACHER CORPS PRESERVICE PROGRAMS. fecilitating pupil reading gain. (Author) LAWRENCE, G.H. : LONG, L.M.K. 1965 16P. EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Journal Announcement: DH6667 NATIONAL TEACHER CORPS INTERNS ENROLLED IN A PROGRAM FOR TEACHING THE DISADVANTAGED (TYPICALNUMBER OF 33 TO 40 PERSONS) WERE RATED BY FACULTY MEMBERS AT EIGHT UNIVERSITIES ON (1) ACADEMIC PERFORMANCE, (2) TEACHING AND FIELD PERFORMANCE. (3) RELATIONSHIP WITH THE DISADVANTAGED. (4) PERSONAL STABILITY Or STRENGTH. (5) INTERPERSONAL EFFECTIVENESS. AND (6) COMMITMENT AND GENERAL PROMISE. ///... DIFFERENCES IN RATINGS WERE EXAMINED AMONG INTERNS WHO VARIED IN DURATION AND TYPE OF OREVIDUS POVERTY EXPERIENCE. THAT IS (1) NO POVERTY ARFA EXPERIENCE. (2) LESS THAN 1 YEAR 0 DIALOG Filet: ERIC - 66-82/Mar (Item570 of 637) User 9002 15apr82 1803
ch stem dtic41.11--4tom the federal ED t86301 50012499 commitment .to ( "demonstrate" th s made explicit in the Teacher Corps The End of the Beginning: A Multicultural Conference Part guidelines. The umbrella concept.,tis identified as and RUltitultural Program Development Strand: A Collection of `demonstration," with the concepts Resources, Part 11.. of description, development, documentation, dissemination, and diffusion as New England Teacher Corps Network, Portsmouth, N.H. components of-the larger construct. May 1979 - 54p. The book is divided into five sections, with eachsection containing a preliminarl EDRS Price - M001/PC03 Plus Postage. article on the central topic as well as several Language: English casestudies of exemplaryprograms which illustrate the different aspects Document Type: CONFERENCEPROCEEDINGS (021); PROJECT of the demonstration projects, An extensive bibliography is DESCRIPTION (141) appended to the report. (Author/LH) Geographic Source: U.S.; New Hampshire Journal Announcement: RIESEP8O The document presents information on planning, teaching, and evaluating multicultural education programs. Although most of ED043061CG035837 the examples are based on current multicultural projects in The Florida Parent Education Model as an Agent of Change. Newp0England, the authors believe that the material presented Breivogel, William F.; And Others can also be useful to classroom teachers in other regions. The American Psychological; Association, documentcontains two Washington, D.C.: components. The first component Florida Univ., GaineiVille Inst. for Development of Human describesa conferenceat.which teachers exchanged ideas on Resources.' multicultural education, identified multicultural education 3 Sep 1970 29p.: Paper presentedat theAmerican resources, anddeveloped ideas for relating multicultural Psychological Association Convention in Miami Beach, Florida. concepts to social studies classroom activities. In addition, September 3-8, 1970 evaluation data regarding conference activities and objectives EDRS Price - MF01/PCO2 Plus Postage. in included. Thesecond componentpresents materials, Language: .ENGLISH conference papers, objectives, and resources to help teachers Journal Announcement: RIEFEB71 set up a; multicultural education program. Information is Four papers comprised this symposium report, the purpose of 'presented on approaches to multicultural education, the role which was to explicate the effectiveness of the Florida Parent ofmulticultural education in the curriculum, multicultural Education Follow Through Model, which has as its focus curriculum dimensions for teacherand inserviceeducation, economically deprived, educationally divergent children. This regional multicultural resources (mostly in New England) and program involves the use of paraprofessionals (calledparent activity ideas for various grade levels includinganalyzing educators) who are indigenous to the neighborhoods which they reading assignments and television programs, participating in serve: (1) to act as classroom aides: field trips, (2) to make frequent and comparing values heldby differentethnic home visits; (3) to teach mothers learning tasks which they, groups. (DB) in turn, teach their children; and (4) to serve as communication link between-home and school. The first paper discussed a multi-dimensioned Home Envlrbnment Review (HER)' which is a new instrument for measuring those aspects of the E0183558SP615795 home environment which are amenable to change andare school The Five Dimensions of Demonstration related. Plans for its use include: (1) evaluating the Florida Acheson, Keith, Ed.; And Others Parent Education Program'(FPEP): and,(2) developing tasks to Teacher Corps Research Adaptation Cluster, Norman Okla. e brought into the home by parent educators. The other papers 1977 2e2p. cuss the FPEP's impact on the school, the community and the Sponsoring Agency: Office of Education (DHEW). Washington, soo?i w.ng university.One of the important findings is the D.C. need for a basic change.in teacher education. Grant No.: G007501834 The final paper elrborates on the University of Florida's innovative Teacher P.1ilable from: Teacher Corps,ResearchAdaptationCluster Corps rrogram.'a two year Masters program aimed at preparing (University of Oklahoma), 555 Constitiution Avenue, Norman, OK teachers for educationally divergent children. (TL) 73037 EDRS Price - MF01/PC11 Plus Postage. Ltnguage' English Document Type: PROJECT DESCRIPTION (141) Geographic Source: U.S.: Oklahoma Journal Announcement: RIEJUL80 Intended for diredtors and staffs of federally funded projects.. especially Teacher. Corpsactivities, this book contains discussions of six educatimal concepts and processes
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Conclusions and recommendations ED058996 RC005934 for a model on theory of superVis.ion, practice and program, and research andevaluation The Hawaii- Navajo Exchange Program. -are presented. (Author/CJ) Brewer. Kenneth, Comp.; And Others Hawaii Univ.; Honolulu. 1970 95p. Sponsoring Agency: Bureau 'of Educational Personnel ED139074 95 EA009475 Development (DHEW/OE). WashnWon. D. C. TeachersCorps.; Hawaii state Dept. of Education. Honolulu. The Impact of Trying to Makean impact, or the NegatrVe Stde of Noble Ambitions. Occasional EDRS Price - MFOI/PC04 Plus Poftage. Paper No. 17. Language: ENGLISH Duke, Daniel L. Stanfor'dUniv., Journal Announcement: RIEMAY72 Calif. Stanford Center for Research and The Development in Teaching. 1969-70 Leeward Cultural Exchange programdescribed in Apr 1977 33p. this report involved a 2-week exchangebetween20 grade-5 Sponsoring Agency: National Inst. of Education (DHEW). Students of Leeward Oahu, Hawaii. and 24 grade-5 studentsfrom fhe Washington, D.C. Toyei Boarding School on the Navajo Indian Reservationin Grant No-4: OEG-G0075-02009 northern Arizona. In the report, the program objectivesare EDRS Price - MF01/PCO2 Plt44 Postage. listed along a with statement' oforganizational policy. Language: ENGLISH Implementation of the program is desiribed. to the areas of 41. staff and student selection. Document Type: RESEARCH REPORT (143)', Hawai ana classes, the student Journal Announcement: RIEOCT77 logbook used, chaperones. Ltineraries, andfinancing. Included Reviewing in the evaluktion of the program are recent research on efforts to- improve the quality recommendations for of public schooling in the United States, this paper future exchangeprogramsand major results of the program. focuses on evidence suggesting that negativeby-products Also included are copes of the financialreport, the program often pi'oposal, accompany innovations and, moreover, that innovatorshave the pre- and post-iests, and a completed student fended logbook. (PS) to. disregard their capacityfor leaving schools in worsecondition than they found .them. The analysis concentratesprimarilyon efforts to make an impaCt through external funding--the project approach toinnovation. Several I of the ED189092 SP016374 illustrationsare drawn from the experiences of the Teacher Corps and its numerous projects, including one TheImpact of aModel of Student Teachihg'Supervisionon that involved the author. Ttle,change process is divided intothree Cooperating Teachers and Field Supervisors. stages: (1) Drummond, Robert the planning' stage. during which proposals for projects are conceived, New England Teacher Corps Network, Portsmouth, developed, and funded; (2) the N.H. implementation'stage. Jul 1980 77p. when the proposed impact is expected to .be made; and (3) EDRS Price MF01/Pc04 Plus Postage. the evaluation stage, when the degree to Language: English which an impact has been made is assessed. The three stages overlap at certainpoints and are not regarded as mutually Document Type: PROJECT DESCRIPTION (141); EVALUATIVE REPORT (142) exclusive or temporally discrete. Recommendationsfor avoiding negative by-products are made, and consideration, is given to Geographic Source: U.S.; New Hampshire the value of incremental change. (Author/MLF) Jo6rnal Announcement: RIENOV80 Thepurpose of this study was to investigate the effectsof training in supervisionon ,theperformance of cooperating teachers and field supervisors. A one day workshop based upon a model of supervision developed by Boyan and Copeland (1978) was presented to 3A cooperating teachers 'andfield supervieora. The four:" stages of the model included a pre-observational conferencebetween supervisor and teacher, observation by the supervisor of the teacher's class,analysis and identification of change by the supervisor., and a post-obserVational conferencebetween the supervisor and teacher. The 'study addressed the majort,areas of: 1) the immediatereaction orperticipants to the.model, components, and the need for further training in supervision: 2) the impact that the training had on their performance; 3) the needs, expectations, and personal dynamics of cooperating teachers: and 4) the practices of .cooperating teachers. DIALOG F1lel: ERIC - 66-82/Mar litem576 of 637) 1j53r 9002 A5apr82 1 1805
Institutional change in schools ofeducation is discussed ED207.174 EA013932 herewith special The regard for field-based teacher education IMpleeentationof aNew Approach to Discipline in a programs and inservice education, Junior High School: both of which are viewed as A Case Study of Interventions During the potential growth areas in schools with declining.eArfollments. CProceis of Change. The first article deals Zigarml, Patricia with thechallenge that inservice education offers, both in _terms of growth opportunities and TexasUniv., Austin. Research and Developmeht Center for the demand for new skills from teacher educators. The reform -Teacher Education. of 1979 105p.; the teachereducator is the subject of the secondarticle, Some tables and figures may reproducepoorly which offers ailerand design for collaborative due to light print of original document. problem`solving. The third article examines the history of inservicepractices, Sponsoring Agency: National Inst.t of Education (ED), resources for field programs, field experiences and Washington, D.C. professional career `Report No.: R&DCTE-3082 development, planning for college participation, opportunitiesand potential pitfalls, and EDRS Price - MFO1 /PC05 Plus Postage. systematic planning and design. Language: English Organizational constraints to institutionalizing change in secondary' Document Type; RESEARCH REPORT (143). schools and institutions of. higher education Geographic Source: U.S.; Texas is reviewed in the ,fourth article, and the fifth focuseson Journal Announcement: RIEFEB82 building eadiness for changeat the University of Oregon. The final Attempting to document the Manner in wnich interventions rticle offers are -an organizational analysis of the involvement ofiuniversities planned and executed in public schools, this case study in inservice education, stressing the economic, presents a two-year Teacher Corps Project in which the faculty political, and' sociological constraints involved. References are provided. members of a junior high school were required to change their (DS) approach to disciplineusingGlasser's Reality Thorapy :40 approach. Employing the Concerns-Based Adoption Model, in which participants' behaviors are classified by interventions, stages of concern, And levels of use, the study concludes that ED12973495 SPQ10447 different interventions are required at different partskin the TheLiterature on Inservice Teacher Education. An Analytic change process. Further, the study suggests that change Review. /STE Report III. facilitators should identify various innovation configurations Nicholson, Alexander M.; And Dthers prior to implementation of change; that it is importantto set National Center far Education Statistics (DREW),Washington, criteriafor whatconstitutesuse of the innovation; that D.C.; Office of Education (DHEW). Washington, D.C. Teacher there is a need to determine how much support is required for Corps. successful implementation to occur; that change facilitators Jun 1976.. 112p.: For related documents,see SP 010.446.449 need to make sure administrators haveadequate trainingand EDRS Price - MFOUPC05 Plus Postage. understanding of,the change process; and that it is important Language: ENGLISH to choose a model for decision-making that fits he Document Type:RESEARCH REPORT (143) requirements end goals of the project. (JEH) Journal Annound1ment: RIEFEB77 Aspart of the Inserlice Teacher Education (ISTE) Concepts Study, more than 2,000 books., periodicals, and unpublished paperswrittenafter ED164475 1957 wars consulted and reviewed. The 95 SP013380 purpose of the review was the 1deritification of the data needs The Institutionalizatipn of Change and Inservice In Schools and major'issues in inservice education. The literature was and Colleges of Education% identified, readand categorized; Walker, Paul Randy, Ed. and substantive area' were identified and selected for this report. These include: the ERIC Clearinghouse on Teacher Education,Washington, D.C.: varieties of inservice education; Far West Teacher Carps Network, Bellingham, Wash. collaborative arrangements: value orientations toward inservice education; definitions of Dec 1978 64p.; Based on papers presented at the Workshop, inservice educatiOn; and other issues, a selection ofemergent of the Far West Teacher Corps Network (Reno, Nevada, M-y 1978) questions and issues., Each of these is discussed. (OMF) Sponsoring Agency: National Inst. of Education (DNEW).. Washington, D.C. Available from: Far West Teacher Corps Network, Western Washington University, Bellingham, Washington 98225 (free) EDRS Price - MF01/PC03 Plus Postage. Language: English Document Type: RESEARCH REPORT (143) Geographic Source: U.S.: Washington Journal Announcement: RIEMAY79
3_)/(,' DIALOGAFilei: ERIC 1 66-82/Mar (Item579 of 637) User 9002 15apr82 1806 I
ED182313, SP015640 ED207168 ;EA013908 TheManagementand Demonstration System at Murray State The Microcomputer and Management of theTimeBound University. Educational Program. Schroeder: Gary G. Mospw, Dhvid K.: Hewitt. Thomas W. Oct t979 33p. .1980 8p.: Not available in paper copy due to=light print EDRS Price ' MFOI/PCO2 Plus Postage. of original document. Lapguage: English , EORS Price - MFOI Plus Postage. PC Not Availablefrom EDRS. Document Type: PROJECT DESCRIPTION (141) Language: English Geographic Source: U.S.: Kentucky Document Typef PROJECT4DESCR/PTION (141): POSITION PAPER Journal Announcemerit: RIEJUN80 (120) The management system in use at the Murray State University Geographic Source: U.S.;.. Alabama Teacher Corps Project is described. The system, uses management Journal Announcement: RIEFEB82 by objectives and the demonstration approach, and encourages An exampleof .the application of microcomputers to managers to focus on, thedevelopment anddemonstration of education, described in this paper, indicates the -Ideas. processes, and structuCes. The system's operating concepts of time management and possl,bilities for their widespread use. Forecasters claimthat human resources utilization microcomputers will be acquired by more and andof the more individuals identification and demonstration of significant and families in the 1980s.,This implies that schools will ideas and activities for use by also other educational make greateruse of microcomputers, in computer-assisted professionals. and lay people are illustrated. Copies of the instruction, school management, and training iri computer instruments distributed to each of the project 'sites.% to &id literacy. At present, participants few teacher education progrt.is are in translating management concepts into Fbncrete training their students, in computer usage. activities are included. (Author/LH) A Teacher Corps project at the University of South Alabamauses microcomputers both to train its students in computers and tohelp manage the project. As a time-bound'program, the prqject must meet its objectives before its Bonding ends. 'D0261/4RC003082 Data.on staff activities, entered into a microcomputer by staff members, The Mexican-American Heritage: Developing allows the Cultural managers to monitor progress towardprojebt objectives, Understanding. First Papers on Migrancy and Rural Poverty: An analyzewherestaff effort - is going, Introduction to the anddecidewhich Education of Mexican-Americans in Rural objectives need more siaff time. Because of thekproject. the Areas. university Graham. Richard; And Others and the local school., system hove broadened or have investigated further their use of microcomputers in both University of Southern California. Los Angeles. School of instruction and management. (RW) Education.., 1968 48p. eic Sponsoring Agency: Office of Education (DHEW): Washingten. D.C. Available from: use Rural-Migrant: Center, Room 1002. PhillipsHall of Educ., Univ. of Southern California. Los Angeles, Calif. 90007 (S1.00) EDRS Price - MFOI/PCO2-Plus Postage Language: ENGLISH Journal Announcement: RIEJUN69 The following lectures are included in this volume: Needed: "Turned on" Teachers: The Most Imbortant Advantage; HILT: High IntensityLanguage Training; The Education Gap: Why Mexican AmericanChildren Fail in School: TheMexican American Heritage; The Invisible Poor: The World of the Migrant; and Emergence of the Mexican American. The lectures havebeen selected from those presented as part of the pre-service phase of a 2-year Teachec Corps training program designed to create understanding of cultural differences and to define the teacher'snewly emergingroleas a translator of community expActations for Spanish-speakingmigrants, seasonal farm workers, and others who are disadvantar d. Related documents are RC 003 080 and RC 003 08i. (SW) DIALOG File1: ERIC - 66-82/Mar (Item- 582 of 637) User, 9002 i5aPr82, 1807
r Jour:nal Announcement: RIEMAY80 E0091356 '95SP008029 Instructions aregiven for providing input into an The MinicoUrse in Teacher Education. A Report on Minteourse information systemon Utilization i professional materials developedas a Teacher Corps Programs. reference'base to be used by those interested Ward. Beaty And Others in the Talent Development Project of the- Murray State University Teacher Far West La . for Educational Research and Development, San Corps. Included are instructions for labelingmaterialsto be Francisco,JC if. put into the system, 1972 instructions for filling out index cards -73p for the Rolodex file, Sponsoring Agent Office of Education (DHEW), selected ideas to facilitate the use of Washington. the system. .'and a referral form used to recommend new D.C. Teacher orps. materials to be filed. EDRS Price - A list and description is provided of F01/ 03 Plus Postage. category materials to be cataloged. _Language: ENGL An overview of the actual filing system is included. Document Type: BOOK (010) \A representativesample of' materials actuallycataloged into the system is presented: Journal Announcement: RIESEP74 (JD) This monograph, divided into three sections, describes minicourses, outlines ,their possible application, presents a reports from three teacher training institutions that demonstr.ated minicourses in conjunction with their Teacher E00191,10 PS000437, Corps programs. and suggesfsguidelines for minicourse THE NATIONAL TEACHERCORPS PROGRAM, 1988 -87 EVALUATION utilization in teacher aducation. The first section discusses REPORT. the following: (a) characteristics of the minicourse as a 02IUBAN, CHARLES ; source AND OTHERS of self - directed; competency-based teacher education; Atlanta Public Schools, Ga. (b) a mini0ourse training model; (c) skills presented in 1967 56P. minicourses; (d) supporting experiences; and (e) applications EDRS Price MF01/PC03 Phis Postage. in teacher training. The second section presents anoverview Language: ENGLISH of the Minicourse, Utilization Centers at three institutions Journal Announcement: CUMREPT followed by reports/from TeacherCorps project. memberp at A PROJECT; TO DETERMINE THE EFFECTIVENESS OF NATIONALTEACHER thate institutions. These reports discuss utilization design. CORPS (NTC) INTE1N6 IN THE ATLANTA, problems and ?ecommendations, GEORGIA SCHOOL SYSTEM WAS andjurther applications. The DESIGNED TO FIND OUT IF THE INTERNS final section offers 11 guidelines for utilizing minicourses. HAO HELPED THE DISADVANTAGED PUPILS IN THEIR CLASSES TO RAISE ACHIEVEMENT including discussions of: (a) program size; (b) selection of LEVELS AND IMPROVE SELF-CONCEPTS. SPECIFIC RESEARCH minicourses tobe OBJECTIVES offered; (c) pretraining evaluation to WERE (1)TO ASS WS THE PROGRESS 4N VERBAL MENTAL AGE determinecourse particOpatfon; (d) ATTAINED progression through BY NTC PUPILS AS-MEASUREO BY A PRE- AND POSTIIST ON courses; (e) orientation of trainees; (f) fHE provision of PEABODY 'PICTURE VOCABULARY TEST AND THE GOODENOUGHDRAW-A-MAN training sites; (g) distribution of course materials; .(h)time TEST, (2) for minicourse work: TO COMPARE THE SELF-CONCEPTS OF THE NTC PUPILSWITH (I) troubleshooting and guidance; (i) THOSE OF A evaluation; and (k) monitoring performance. (PO) SIMILAR GROUP OF PUPILS BY USING A TEACHER CHECK LIST DEVZLOPED BY THE EVALUATION COMMITTEE, (3) TO COMPARE PUPIL READINESS FOR FIRST GRADEWITH THAT OF KINDERGARTEN PUPILS A YEAR EARLIER (WHO HAD NOT HAD INTERNS) BY USING THE METROPOLITANREADING' READINESS E0180960 TEST, FORM A, AND (4) TO SP015177 COMPARE TEACHER ATTITUDES OF NTC INTERNS WITH THOSE The Murray State University Professional Materials System: OF OTHER BEGINNING TEACHERS OF TITLE I AND NON-TITLE I SCHOOLS BYMEANS The Conceptof Flexible Support forResponsive .Inservice OF THE MINNESOTA ATTITUDE INVENTORY. Education. Occasional Paper Series No. a. STATISTICAL TREATMENT or THE DATA COLLECTED ON A VARIETY OF MEASURES SHOWED THAT THE c Schroeder, Gary G.; And Others NTC INTERNSPOSITIVELY Murray State Univ., Ky. AFFECTED THE CHILDREN'S LANGUAGE AND SELF-CONCEPT DEVELOPMENT AND IMPROVED THEIRREADIOSS FOR 11 Jun 1971 21p.; Preparedby the College of Human' FIRST GRADE. Development and Learning THE NTC INTERNS EXHIBITED ATTITL,OES ASSOCIATED WITH EFFECTIVE TEACHING MORE OFTEN AND TO A GREATER EXTENT Sponsoring Agency: Office of Education (DHEW), Washington, THAN DID REGULAR TEACHERS. (MS)* D.C. Teacher Corps: Available from: Teacher Corps Prolect Director, Dept. of, Instruction and Learning, Murray-Tfgle University,,Murray,Ky. I 4207.1 ($0.50) MRS Price - MFOI/FC01 Plus Postage. Language: English Oocument Type: NON-CLASSROOM MATERIAL (055) Geographic S9grce: U.S.; Kentucky -DIALOG Filei: ERIC - 66-82/Mar (Item585 of 6375 User 9002 15apr82 1808
EOUCATION CURRICULUMS OUGHT TO BE RENOVATEDTO ED114383SP009631 CREATE AN ATTITUDE OF RESPECT FOR VOCATIONAL TRAINING. The HAW for Conceptualization in Program Development. IT IS FELT. MOREOVER.' THATTHE IDEAL IN StCONOARY EDUCATION Stripling. Kaye: Weber, Wilford A. IS THE COMPREHENSIVE HIGH SCHOOL. THIS PAPER IS 414 AORESS PRESENTED Jun 1974 7p.: Paper presented at the annual meeting of the BEFORE THE ANNUAL CONVENTION OF THE NATIONAL. ASSOCIAIION OF National Teacher Corps (Washington, 0.C.. June 1974)6 "SECONDARY SCHOOL PRINCIPALS (DALLAS. TEXAS, MARCH 1, 1967). EORS Price MF01/PC01 Plus Postage: (NH) Language: ENGLISH Document Type: CONFERENCE PAPER (150) Journal Announdement: R'IEMAR76 There is a need for conceptualization in the develOpment of E0028109 SP002210 a Teacher Corps progrbm end the instructional system which is The People Who Serve Education. part of that program. PrOgram conceptualization should be Howe. Harold, II 4 viewed as an importent process'which permeates program deeign Office of Eduoation (CHEW). Washington, O.C. efforts.Conceptualization of program purposes and objectives Dec 1968 340. provides a base for the design, development, and operation of EDRS Price - MF71 /PCO2 Plus Postage. prdbram activitles, evaluation, and management. The greater Language: ENGLISH_ the specificity and explicitness spf that conceptualiee4ion. Journal Announcement: RIEAUG69 the greater the likelihood of $41bgram success. Instrbctional Half of this report is an overview of national issues and systemconceptualization involves the specif:catiom of trends expected to affect the future complexion of education competencies and the specification .of instructional programs, particularly those related to staffing problems in characteristics. The specification of competencies should be eignt areas: early - chi ldhood education, new built on conceptualized role description; emphases in thst is. specified elementary and secondary educatfon, teaching the children of in terms of)ere roles persons assume during theoperation of the poor. teaching handicapped chi-ldren.'vocational education, the program.\ and/or in terms of those roles persons are student counseling. school expected to play upon Ohe adminiefration. and higher completion of the The education. The sceond half of the specification of e report focuses on the instructional system /s operational federal interest in education 'manpower needs through. the characteristics in a ance 'of program operati is crucial. Education Professions DevelopmAant Act (EPDA). for it is this It contains p ocess which sets the "rules of the game". sections discussing the diversity of teacher They shquld be detai ed prior to the functions, initiation of training differentiated staffing, the Teacher Corps, school-university activities. Conceptualization of the programand of the Partperships, and teacher: certification. Includedalsoare instructional system is a prerequisite tomaximizing program brief descriptions of eacof the priorities set by the Office effectiveness. (RC) of a Educatlon for the allocation of EOPA funds in fiscal1970: training,teacher trainerS, careeropportunities program, teachers of basic subjects, leadershipdeyelopment in education, earlychildhood personriel, teachers for the , ED020991 UD005985 handicapped, vocational and THE NEGLECTED MAJORITY. technical education personnel. teacher improvement through curriculum HOWE, HAROLD, II development, strengthening school administration, support personnel. and 01MAR1967 15P. 4 more effective .school personnel utilization. (JS) FORS Price - MF01/PC01 Plus Postage: Language: ENGLISH Journal Announcement: CUMREPT THIS SPEECH EXAMINES THE STATE OF SECONDARY.EOUCATION IN THE UNITEDSTATES, ANO NOTES THAT THERE IS A NEED FOR GREATER CONCERN FOR THE EDUCATION OF STUDENTSWHOARE NOT COLLEGE BOUND. THE NE4 FEDERALPROO7A S FOR EDUCATION CAN ENABLE SCHOOL SYSTEMS TOREMEDIATE TH EDUCATIONAL DEFICITS OF DISADVANTAGED 1ECONOARY SCHOOL TUOENTS. EOUCATION,FOR THE DISADVANTAGED eAN'ALSO BE HELPED 1Y EDUCATORS' EFFORTS TO INCREASE THEIR UNDERSTANDING OF SLUM -*YOUTH AND 10 REVERSE CURRENT PREFERENTIAL TEACHER PLACEMENT POLICIES WHICH .ASSIGN THE LEAST EXPERIENCED TEACHERS TO THE MORE DIFFICULT SCHOOLS. SPECIALIZED TRAINING FOR PROSPECTIVE TEACHERS OF THE DISADVANTAGED IS FELT TO BE IMPORTANT. ALSO.UQB TRAINING AND VOAAII9INAL EDUCATION ARE IMPERATIVE FOR THOSE STUDENTSWHO 00 NOT ANO WILL NOTHAVE A HIGH SCHOOL DIPLOMA. VOCATIONAL
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values, and assumptions of state education agencies and ED168234 EC113781 their role in inservice teacher education. Ways in which these The. Rangeof Variability: InserviceDesign in Special agencies can facllitate,andcoordinate program development. Education. . activities, financial support, and humanresourcesare - Massey. Sara. Ed.: Henderson. Robert. Ed. suggested. The importance of public New England Teacher Corps Network. N.H. involvement in program development is emphasized. The 1977 129p. basic framework for a continuing education program within astateand a selected Sponsoring Agency: Office of Education (CHEW). Washington. bibliography are appended. (CJ) D.C. Teacher Corps. Available from: New England Teacher Corps Netwerk, P.O. Box 1065, Por.terSouth, New Hampshire 03801 (Free) EDRS Price- MFO1 /PCD6 Plus Postage. ED095147 955P008325 Language: English TheRole of the Document Type: Community Coordinator. Teacher Corps NON-CLASSROOM MATERIAL (055); CONFERENCE Associates: Resources fcr CBTE, No. 4. PAPER (150) Battle. Edwina Geographic Source: .S.: New Hampshire Norfolk State Coll., Va.; Wisconsin Univ., Madison. Teacher Journal Announcement: RIEAUG79 Corps Associates Program. The book' contains 11 essayspresentedat a New England 1973 Teacher 17p.; For.' related documents, see SP 008 322-333 Corps Network institute serieson the inservice Sponsoring Agency: training Office of Education (DHEW). Washington; of regular classroom teachers and paraprofessionals D.C. Teacher Corps. in the education of handicapped children. Titles andauthors .EDRS Price - MF01/PC01 Plus Postage. include "Ending the Isolation of the Handicapped" (W. Smith). Language: ENGLISH "Perspectives for Staff Development -- A CollaborativeOesign" Document Type: CLASSROOM MATERIAL (050) (P. Mann, R. McClung). 'An Inservice SeMinar on Mainstreaming Journal Announcement: RIEDEC74 -- Using Network Support at 8/"Local Level" (V. Trumbull, W. This learning module focuses on the role of Brown), "The Application of Special Educational thecommunity Perspectives coordinator in the Teacher Corps and is designed to provide and Approaches in Regular Secondary Classrooms" (M. Nahmias. the student with knowledge about the A. Allnutt)._ "The Mini Course -.7 role of - the community An Alternative Approach to coordinator and about community-based education. The module Inservice Education" (R. Glass, is et al). "A Non-Special divided into two sections, the first of which consists of EducationChild StudyTeam -- A Job-Embedded Inservice written test/exercises on (a) the organizational structure of Training Project" (W. Harris). "Orientation to Exceptairlai the Teacher Corps. (b) the functions of the community Children Through Placement Committee Activities" (P.Sherlock. coordinator, and (ac) strategies and resources of the community L. Dolan). "New Skills for Teachers -- An Inservice Counseling coordinator. The second part Skills Model" of the modulepresents case (W. Mehnert). "Teaching Children With Special studies for group discussion by spidents.(HMD) ReadingNeeds" (A. Dyer.), "Is Inservice the Answer?" (S. Massey). and "Conclusion----. Network Learnings in Staff Development" (R. Henderson). (OtS)
ED191842M SP016698 The Role of State Education Agencies in Inservice Education": Allen, Wendell C. Syracuse Univ., N.Y. School of Education. 1978 36p. Sponsoring Agency: Office of EducatiOn (OHEW). Washington.
O.C. Teacher Corps. . Available from: National Lissemination Center. Syracuse University. 123 Huntington Hall. Syracuse. NY 13210 ($3.00) Document Not Available from EDRS. Language: English Document Type: PROJECT DESCRIPTION (141); EVALUATIVE REPORT (142) Geographic Source: U.S.; New York Journal Announcement: RIEJAN81 This publicatVon, part of the Professional Oevelopment series. provi esan overviewof the setting. background. ( l.,1-1 0ti '7 DIALOG Files: ERIC - 66-82/Mar (Item591 of 637). User 19002 15apr82- 1810 i 4 synthesis of case studies of four Teacher Corps ED197502EA013550 projectsand an analysis of factors affecting the role of principals in The Role of thePrincipal in Change. TheTeadher the, Corps projects. with implications for policy makers. project Example. A Training Manual. managers. and principals themselves. -Rosenblum. Sheila; And Others Oneappendix briefly describes the methodology for conducting the case etudies and Abt Associates. Inc.. Cambridge. Mass. a,crois-site analysis. The other consists of two 1980 74p.: For a related document, see EA 013 549. commentary' chapters writtenby experts in the fields of educational Sponsoring Agency: Department of Education. Washington. D.C. administr4tion and school change who reviewed the Report No.: AAI-b0-100b case studies and synthesis chapter and. drawing on their own disciplinary Contract Nd.: 390-79-0593 perspectiveand experience, EDRS Price - MF01/PC03 Plus Postage. made recommendations for program improvement and training. A companion Language: English volumeapplies the lessons learned from this Document Type: study to training materials for NON-CLASSROOMMATERIAL (055); PROJECT administrator inservice education. (Author/JM) DESCRIPTION (141) . Geographic Source: U.S.; Massachusetts Journal Announcement: RfEJUN81 The purpose of this manual is to outline a case approach to ED1849865P013935 administrator trainingbased on a study (presented it a The 'School Development Seminar--A Model for School Climate companion volume) of four T9acher Corps projects and the role Improvement? of principals in those projects. It begins with a discussion Pfechota, Mark of the usefulness of a "case vignette" approach to training New England Teacher-Corps Network, Portsmouth, N.H. and then presents 21 case vignettes illustrating important 1979 9p. issues emerging from the case studies. .The purpose of these EDRS Price - MF01/PC01 Plus Postage. case vignettes is to emphasize theneed for 'understandings. Language: English skills, and the resolution of certain issues by highlighting Document Type: PROJECT DESCRIPTION (141) key events likely to occur in the early years of a prOject. Geographic Source: U.S.; New Hampshire Discussion questionsand ,a diagnostic instrument to use in Journal Ann uncement: R/EAUG80 individualor group training sessions are included. The manual The functioand history of the Schobl Development Seminar also presentsa discussion of guidelines traininganda (SDS) are de rfbed in this bulletin. The SOS was composed of selection ofsuggested resources.to which-trainers, project school facul and administrators, instruptors from staff, or principals themselves might tUrh for materials that a local college,,sch l district administrators, can be used in training sessions. (Author/JM) and parents. The 5 participants us the SDS to share information and opinions on a variety of issues including inservice planning. coping with classroom disruption, and curriculum development. The advantages of this type of E0197501 seminar for school improvement, EA013549 communication, and unity are discussed. (JD) The Role of thePrincipal in Change. The Teacher Corps Example. Rosenblum. Sheila; Jastrzab, JoAnn Abt Associates, Inc.. Cambridge. Mass. 1980 88p.: For a relateddocument, see EA 013 550. Prepared for the Teacher Corps. Sponsoring Agency: Department of Education, Washington, D.C. Report No.: AAI-80-100a Contract No.: 300-79-0593 EDRS Price - MF01/PC04 Plus Postage. Language: English Document Type: PROJECT DESCRIPTION (141) Geographic Source: U.S.; Massachusetts Journal Announcement: R/EJUN81 To understand better the role aprincipal plays in the success or failure of a federal program, thisstudy was conducted of the role of principals in Teacher Corps projects. An introductory chapterdiscusses the changing role of the principal inOlgene"a' and the role of the principal in change efforts and then mere specifically discusses the emergentrole of principals in Teacher Corpsprojects. Next comes a
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persons involved are the F:1168751 RC011145 basis of the report. The The Schooling of Native America. investigation focused on an examination of the school'sformal Thompson, Thomas, Ed.. and informal, systems. The study looks at (1) the socialsystem of 'the school; (2) the psychological orientations of the Eastern Montana Coll., Billings.; Emporia Kansas StateColl. teachers; (3) the utilization of training; (4) Aug 1978 199p. changes in the behavior of theteachers; and (5) relationships between Sponsoring Agency: Office of Education (DHEW). Washington, teacherbehavior, D.C. Teacher Corps. teaming styles, and achievement. Taken together, these studies providea picture of the problems Available from: America Association of Colleges for Teacher of tailoring staff development efforts to the 'particular Education, One Dupont Circle, N.W.. Suite 616. Washington, D.C. 2Q036 configurations of the school and teacher. (Author/MLF) EDFS - KFOUPC08 Plus Postage. Language: English Document Type: BOOK (010); COLLECTION (020); POSITION PAPER EDi80958 SPOiSi74 (1,40) The Steering Committee: Its Role and Function in the Murray Geographic Source: U.S.; District of Columbia State University/NOpkinsville Journal Announcement: RIEAUG79 Middle School Responsive Inservice Education Program. Occasional,Paper SeriesNo. 6. The collection of ten essays byNativeAmericans whoare Robinson, Karen; Schroeder, Gary involved in Indianeducation includesa preface Py Thomas Murray State Univ., Ky, Thompson:, "The Indian Student Amid AmeHcanInconsistencies" 16 May 1977 15p. byVine Deloria, Jr.; 'GrowingUp in E'da How-One Idaho Sponsoring Agency: Office of Education (oH0). Washington, Girlhood" LaNada Boyer; "Multicultural Teacher Education at D.C. Teacher Corps. Roughby Dillon Platero; "Interracial Politics: The Available from: Teacher Corps PrOject Director, Dept. of Pressure to Integrate an Experimental School" by Jerome Instruction and Learning, Murray State Unlversily, Murray, KY Buckanaga; "Why Do Indian Students Drop Out of College?" by 42071 ($0.50) 'ArthUr McDonald: , "Indian 'Head Start' Programs--the Child in FOOS Price - MF01 /PC0i Plus Postage. the Process of Becoming" by Faye Reeves, Gretchen Peniska,and Language: English Jean Heemstra; "Native American Studies, the University, and Document Type: PROJECT DESCRIPTION (141) the Indian Student" by Henrietta V. Whiteman: "An Ideal School Geographic Source: U.S.; Kentucky System foe' American Indians - -A Theoretical Construct" by Journal Announcement: R/EMAY80 Patricia Locke; "The Education of Indians and the Mandate of . The purpose of this paper is to facilitate°the History" by continuation RosemaryAckleyChristensen andWilliam G. of the steering committee at Hopkinsville Middle School Demmeret; end "Teachers for Indian Children" after by Roger Wilson. the Teacher Corps Project is completed. It Appendices include "A was the general Chronology of Pivotal Dates in Indian consensus of teachesand administrators that the committee Education 1568-1975", capsule profiles of Indian education served a valuable function in developing .and implementing organizations, a list of American Indian community colleges,a successful inservice list programs. A report is given on the of treaties dealing with Iodian education,, anda select results of a faculty bibliography. The document is illustr,ated with questionnairedesigned to assess a number of teachers' attitudes toward the photographs. (SB) function of the committee. Suggestions aremade on critical things to remember in encouraging the development and use of the steering committee - concept. (JD)
E0193776EA013013 - TheSocial Ecology of theSchool: The Dynamics of the Internal/External Systems. The South Bay Prdject, C Joyce, Bruce R. Apr 1980 49p.: Paper presented at the Annual Meeting of. the American Educational Research Associatidn (Boston, MA. April 7-11,'19801.
. . MRS Price - MF01/PCO2 Plus Postage. Language: English Document Type: EVALUATIVE REPORT (142) Geographic Source: U.S.; California Journal Announcement: RIEMAR81 This paper repor.ts the summative evaluation of a four-year Teacher Corps project at'a California elementary school. The archives of the project and interviews withover 60 of the 4 U') 401 DIALOG Filet: ERIC - 66-82/Mar (Item517 of 637) User 9002 15apr82 1812
are given for making the group function E0203487 EA013677 more effectively. (JD) The Teacher elms Election Collection. Rimiest John A.; And-Others Wayne State Univ., Detroit, Mich. Teacher Corps Recruitment E0013795 SP001310 and Community Technical Resource Center. Aug 1978 THE TEACHER CORPS PROJECT AT NENJORK UNIVERSITY. 98p.; For a related document,see EA 013 678. RODGERS, FREDERICK Sponsoring4Agency: Office of Education (ED), Washington, 6P. D.C: Teacher 'Corps. EDRS Price - MF01/PC01.Plus Postage. Contract No.: 300-76-0062 Language: ENGLISH EDRS Price - MF01/PC04 Plus Postage. JouFnal Announcement: CUMREPT Language: English 1, THE TEACHERCORPS- PROJECT AT NEW YORK UNIVERSITY PREPARES Document Type: NON-CLASSROOM MATERIAL (055) FORMER PEACE CORPS VOLUNTEERS FOR Geographic Source: U.S.; Michigan TEACHING INDISADVANTAGED SCHOOLS. A'PROGRAM CANDIDATE MUST HAVE ABACHELOR'S DEGREE IN Journal Announcement: RIENOV81 EITHER MATHEMATICS, SCIENCE, Since 1978 federal legislation and regulations have required LANGUAGE ARTS OR SOCIAL STUDIES. THE PROGRAM HASTHREE PHASES (1) PRE-SERVICE (INTERNS WORK IN that Teacher Corpsprojects involve the participation of THE MORNING WITH LOCAL AGENCIES IN elected councils of at least seven members COMMUNITY ACTIVITIES AND representative of WITH EDUCATIONAL ACTIVITIES SPONSORED BY, THE NEW YORK SCHOOL the parents and other,residentS of the communities within the SYSTEM AND COMMUNITY ORGANIZATIONS, boundaries of the AND IN THE AFTERNOONS IN project schools. This booklet provides UNIVERSI'" AND PUBLIC SCHOOL materials intended to assist in the organization and conduct CLASSROOMS). (2) INSERVICE (INTERNS {DUALLY ASSUME RESPONSIBILITY, IN THEIR ASSIGNED of the necessary council elections. Part I presents practical SCHOOL BE ORE FINALLY alternativesolutions to BECOMING FULLY RESPONSIBLE FOR ACTIVE problems ithat frequently occur in PARTICIPATION IN COMMUNITY-DIRECTED such aspects of elections as FUNCTIONS). (3) solicitation of candidates. POST-SERVICE (INTERNS,. ATTEND A WORKSHOP ON THE SYNTHESIS OF determination, of eligibility, of establishment voting THEORY AND PRACTICE, DURING WHICH THEY DEVELOPPILOT CURRICULA districts, selection of an election procedure, and processing AND RESEARCH PROJECTS). THE INTERN, COURSE WORK FOCUSESON of ballots. Part II contains sample materials suitable foruse in' Teacher (A) THE - EDUCATIONAL AND SOCIAL ASPECTS OF POVERTY:(8) THE Corps- related community council elections, PSYCHOLOGY AND EDUCATION OF'THE SLOW LEARNER, (C) including notices, THE ROLE OF voter lists, voter guides, and ballots. THE TEACHER AND THE CURRICULUM OF THE SCHOOLS, (0) Part III is THE SOCIAL, a checklist for use in preparing for and ECONOMIC, ANDCULTURAL conducting elections% (PGD) FORCES WHICH CONTRIBUTE TO THE SLUM CHILD'S CLASSROOM MALFUNCTIONING AND THE, TECHNIQUESREQUIRED FOR ANALYSIS AND REMEDIATION, AND (E) THE INTERNS'DEVELOPMENT OF THE SKILLSFOR TEACHING READING AND INDIVIDUAL SUBJECTS. (AW) E0178499' SP014909 The Tischer Corps Policy Board: Three Perspectiveson Role and Function. Howard, Bessie C.; And Others Southeastel-n Teacher Corps Network, Atlanta,Ga. 1979 125p. Sponsoring Agency: Office of Education (DHEW). Washington, D.C. Teacher Corps. 41, ConArapt No.: 300-78-0328 EDRS Price - MF01/PC05 Plus Postage. Language: English Document Type: PROJECT DESCRIPTION (141) Geographic Source: U.S.; Georgia Journal Announcement: RIEMA1180 This report contal'ns three papers that examine the Teacher Corps policy board from an operational standpoint. The first provides a conceptual andorganizational framework for the policyboard anddescribes a theory for policy board a development and operation. In the second a reality-based view based upon personcl experience on a policy board is presented. The third paper examines the structural ando11anizationa dynamics of the policy board as they relate to the communi the local educational agency, and the university. Techni Jes
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encourage Schools to ',change so that ED10086295 SP008775 the educational, process will be more meaningfUl and useful to the poor and The Troubled Youth, TY 003. (usc-p). Profil Community TY disenfranchised and will provide 003.01(USC-u). studentswith a sense of 'social and .political power. Major dromfin,\Ahnette M.; And Others assumptions of this transformist conception are that American societyperpetuates University,of Southern California, Los Angeles. economic, political, andsocial Nov 1971 23p. inequalities by race and social classand that public education promotes this Sponsoring Agency: Office of Education (DHEW), Washington, inequality. Suggestions D.C. Teacher Corps. for changing pbbllc education along lines dictated by a transformist conception include 'EDRS Price 7 MF01/PC01 Plus Postage. reorganizing the curriculum and structure Language: EirLISH so that members of poor and nonwhite communities areprovided with access to Document Type: PRWECT OESCRIPTION (141) social influence and power rudistribution. (DB) Journal Announc ment: RIEMAY75 This 'module s designed to give Teacher Corps corpsmen firsthand knowl ge and competency it identifying all aspects of the ccmm nitywhich arebasic to interpreting the ED088819 SP007788 educational'41eds and concerns of troubled youth. The terminal The Unique Variables of the Lansing Teacher Corps. objective is to Identify the 'cpmmunity's.(e) demographic, McIntyre, Lonnie O. cultural, and ecological characteristics,, (b) associational 4 Mar 1974 17p.; Paper presented at the Annual Meeting of patterns; (c) patterns of influence; and (d) the AmericanEducational ResearchAsSociation. Chicago. sociopsychological factors. This information is tnen related ,Illinois, April 15-19,1974 tc Nanning a prodictiveilearning!' environment for troubled EDRS Price - MFOI/PC01 PIJS Postage. youth. The participant reads; 'views slides; takes tours and Language: ENGLISH ,walks; and attends a series of seminars, workshops, and rap Journal Announcement: RIEJUL74 sessions in order to gather information regarding the This paperboth corrects and expands on the work of Corwin community in which he Is seKving his internship; he then plans end his colleagues in "Reform and Organizational Survival: a design The for his community profile. The process is 'Teacher Corps akan Instrument in Educational Change." flowcharted, and the following,areas are detailed: It is (a) steps the author's contention that, by analysing variables thatare \t for completing the module, (b) preassedsment. (c) enabling 00.6'/common to all 10 programs discussed in that study activities, (d) posteveluation, and (e) remediation. (JCW) and ignori:ng those that are unique to the individual programs, only partof the picture from which an assessment of theprograms canbe made could have beenpresented. He than presents a brief condensation of those unique variables of the Lansing ED18490850011929 Teacher. Corps that fare independent of the common variables as The True Purposes of Multicultural Education. identified by Corwin. These variables,are grouped according Brown, Carlton E. to program, personnel, and administrative variables.' Personnel New England Teacher Corp e Network, Portsmouth. N.H. variablesilisted are a) the ethnic composition of .1976 9p. interns, b) the socioethnic composition of interns, c) theage composition EDRS Pri,te - MF01/PC01 Plus Postage. of interns, d) the value and Language: English cultural differencesbetween teacher and intern, and the attitude of cooperating teachers. Document Type: POSITION PAPER (120); REVIEW LITERATURE (070) Program variables are a) the undergraduatenature of the 'Geographic Source: U.S.; New Hampshire program, b) the need for teachers with bilingual skills, Journal Announcement: RIEAUG80 and c) community and school district involvement in Teacher Corps Purposes for multicultural education in recent educational programs. Michigan State'sconcern for competency-based literature arereviewedand a transformist conception of teacher education is Included as anadministrateve variable. multicultural education is expounded. A review of educational (JA) literature published since 1968 indicates that several objectives have been touted as core purposes for multicultural education. These include developing student understanding and appreciation of various racial and ethnic groups, correcting misconceptions of the cultures and histories of ethnicgroups, removing racial and ethnicprejudices, and incorporating existing ethniccultures into the mainstream of American socioeconomic and political life. .Because ihe authorbelieves that none of these' Is the true purpose of multicultural educatlont he proposes a transformist 'conception of multicultural education--defined as underlying attitudeswhich
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DIALOG Filel; ERIC - 66-82/Mar (Item 603 of 637) User 9002 15apr82 1814 4 are described and illustrated in 0)143661 95 this documentare (1) a, SP011535 supervised The Urban Inservice internshipproviding for immediate immersion in Education Experience,' fordham- classroom teaching on Univarsity, NO's a half-daybasis under the York. ' TeacherCorps Reports: Inservice close Development Processes. supervision of a team of experienced teachers, coordtnated by a carefully Fordham Univ.. Bronx. N.Y. selected master teacher: (2) a ,series of aster- school 1977 297p.; seminars involving outside experts fromvarious For related documents, see SP 011 534. 535, fields and offering, and '336 credit toward the master of arts in teaching degree: and (3) direct involvement in the community Sponsoring Agency: Office of Education (DHEW). Washington. D.C. Teacher Corps. through after-school, volunteer pnojects andinteraction with the Contract No.: 300-76-0304 Community Development Center. T14e reality-based seminars investigite the following EDRS Price - MF01/PC12 Plus Pcstage. areas: (1) sociology of urban life Language: ENGLISH (emphasizing school-cOmmunity relationships):(2) psychGlogic- al disciplines DocUment Type: PROJECT DESCRIPTION (141) (emphasizing various roles of the inner-city Journal Announcement: RIEJAN78 teacher and the behetvior of urban youngsters); (3) methods of teaching (emphasizing apOrcaches whthh permit Thepapers in this volumeemerge from the experience of a great deal of student-teacher interaction): and (4) curriculum tFordham University and the Angelo Petri IntermediateSchool materials (emphasizingcontinuing creation by th6 interls of theirown through their mutual efforts to establishan open-space school units and lessons, in a highly complex, low-income neighborhood examples of which are inc luded). Included of inner-city New also is an. York. The papers prepare the reader to understand organizational chart depicting roles and the%\process relationships of involved in the variety of people involved in the developing programs under conditions of program. (JES). organizational change and the implementation of newprograms and concepts of education. Close coordination with theanion was maintained, and the papers reflect an understanding of working with the teachers' organization as acollaborative partner. The following topics are covered by thestudy: (1) collaborating in inservice education:a teacher's perspective: (2) changing and emerging roles in education: the role of the superintendent; (3) a Dean's reappraisal of the univensity'.5 role in inservice education; (4) school communityinteraction; (5) open education as an alternative; (6)designing inservice education; (7) adapting college courses for or. -site teacher education; (8) professional staff needsassessment: (9) school design and the educational process; (10) an inservice ":ifeshop"; (11) students' rolL in qualityeducation; (12) the school-based trainer of teachers; (13) curriculumdevelopment: its goalsand strategies; (14) incentives for teachers in inservice .education: (15) the supervisor as school instructional leader: (16) teacher evaluatioh-a teacher unionist's view; (17) the urban mission of the university. (JD)
Efl038350 5P003739 The Urban Teacher Corps 1963-88. Descriptionand Philosophy. District of Columbia Public Schools. Washington,D.C. May 1368 19p. EDRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Journal Announcement: RIEAUG70 The Urban Teacher Corps was developed to attract and train ,oung menand women to teach in inner-cityschools and simultaneously to have them experiment with and develop curriculummaterials appropriate to urban youngsters, particularly in terms of increased motivationand involvement. The 'threeessential components of the training program which 4 0 1 DIALOG Filet: ERIC - 66-82/Mar (Item609'of 637) User 9002 15apr82 18'15
4 . E0137335 TM006135 E0080450 The -Use SP006661 of Multiple Research Methodologies to Evaluate an The Vermont Teacher Corps: Eduational Impact and Change. Immervics Curriculum. Wheeler, Alan H. *chwartz, Henrietta; And Others .1972 30c.. Roosevelt Univ., Chicago. III. Coll. of Education. EDRS Price - MF01 /PC011lus stage. 15 Mar 1977 71p.; Paper presented at the Antival Meeting of Language: ENGLISH the American Educational Research Association (61st. New York, Journal Announcement: New York. April 4-8. A977) I E The Vermont Teacher Co lexperimeritin field-centered. EORS Price - MFOI/PC03 Plus Postage. competency-based teacher Language: ENGLISH ucation, utilizingperformance criteria to measure progres of the individual student. intern. 0 Document Type: RESEARCH REPORT (143) Much of the intern's time s -spent - Journal Announcement: RIEAUG77 in school- community service; coursework 'is done The- preliminary throughconsultation and results of four of six r,earch independent study. Main objectives are a) methodolveieSused to evaluatea to develop and test professional develo.ment a model in graduate teacher education for the University of curriculum in an urban school are described and reported. The Vermont, b) to provide additional personnel and instructional paper begins with a discussion of the social systems model approaches to schools. c) to provide individ lized underl7ing the project, a brief summary of the transactional instruction. and d) to provide evaluation the yniversity scheme used to direct researchefforts. a opportunity to test a variety of field-centered ex description of the inservice teacher educationcomponent of (ues the program. and then an explanation and preliminary report of the findingsof eachof the four methodologies. Each methodology is analyzed in terms of the data it yields. its generationof researchquestions. and its contribution_to general and specificbodies of knowledge. The four methodologiescovered in order are: (1) Quantitative and Psychometric Analysis, (2) EthnographicAnalysis, (3) 'Historical. and (4) Managerial Analysis. The two methodologies not, reported here, but used in the ,roJect, are the Comparative Case. Study approachand the ClassroomLearning Environments Studios. The paper concludes with'a discussionof the cost benefits of the four methodologiesunder consideration. Finally. the implications for assessing complex programs in other areas are presented. (Author/R::
E0089834PS006863 The Use of theBarclayClassroom Climate Inventory in Curriculum Planning and Intervention. Hawn, Horace C.; Poole. Edward A. GeorgiaUniv.. Athens. CenZer for Competency Based Education. 1973 34p. EDRS Price - MFOI/PCO2 Plus Postage. Language: ENGLISH Journal Announcement: RIEAUG74 The Barclay Classroom Climate Inventory (BCCI)was used in the AthensTeacher Corps Project to appraise individual differences among students in grades 3-5. fo guide in selecting alternative.curriculum strategies for childrenwith identified skill deficits. and to evaluate the effectiveness of thoseselected strategies. Intervention strategies suggested by the model are described. Further use of itie BCCI is planned to evaluate these alternative approaches. A case study illustrating the use of the BCC' is appended. (Sr)
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EDRS Price - MF01/PC01 Plus Postage. ED209240 SP019130 Language:English The .Washington State System for Coordination 'of Staff Document Type: PROJECT DESCRIPTION (141) Development. The Staff Development Coordination Study. Final Geographic Source: U.S.; Washington Report. Journal Announcement: RIEDEC81 Washington Office of the State Superintendent of Public Eight agencies (including three teacher Instruction. Olympia. centers and three Teacher Corps programs) in the state of Washington, Oct 1981 99p. concerned with inservice teacher education, formed a networkto test and EDRS Price - MFOI /PCO4 Plus Postage. to explore avenues of cooperation and coordination. /Canguage: English Since the emphasiswas oncollaboration between Teacher Corps an'd and Document Type: PROJECT DESCRIPTION (141): RESEARCHREPORT teacher centers, (143) the first step was to examine theareas of potential conflict and cooperation. The major areas examined Geographic Source: U.S,: Washington were: the purpoSes and terms of grants, Journal Announcement: RIEMAR82 governance, plans of operation, andmajor thrusts. The network committee, with Government: State representatives from Teacher Corps projects, This report outlines the roles teacher centers, and responsibilities. the Washington Education Association, and the state education pertaining to the improvement amd coordination of statewide ,agency, concentrated on the areas of common interests, while teacher inservice, of the Superintendent of Public Instruction respecting each others' differences. The network's (SPI) in the state of Wzshington. After a field-based research success can be attributed to thesharing of information, resources, study was coru..cted, a system was devised by which the SPIcan practices, materials, improve and consultants. Among the coordination of staff development programsand accomplishments of the network resources among the major agencies involved: SPI. during the first year were: educational establishing thebylaws- andgovernance of the service districts, institutions of higher education, committee; teacher setting realistic goals; establishing a continuous centers, Teacher Corps, local school districts, private communicationsprocess; and identifying and exchanging schools, andprofessional organizations. Thesystem is resourceson successful staffdevelopmentpractices. designed to: (1) facilitate the sharing The of limited staff purpose of networking was to share information, development resources; (;) establish a statewide communication technical assistance, and solutions to problems. A flexible outline of and information channel: (3) link providers andusers of staff strategies arid of support is often characteristic of networks, development in program planning: (4) provide training for and staff members must be able to foster collaborationunder a those responsible"for staff development; (5) improvethe variety of circumstances. (FG) quality of needs assessments, evalmation, and implementation: and (6) gather information for use in statewideplanning. policy making, goal identification, and priority setting.This voluntary communication andsupport system would consist of local level collaborative units (StaffDevelopment Compacts) linked by a formal communicationchannel, the Staff Development Compact Council. This council would alsoprovide specific support and training activities. Supporting components of the syst--1 are a state level interagency advisory committee, committee to coordinate staff development acti)vitiesAfor the system, and a coordinator serving as liaison wi't'h the SPI. In this report, an analysis is given of current coordination activities, factorswhich impedeor facilitate coordination, and a proposed three-year implementationprocess. Recommendations are made for generating a sound system of coordination. (JD)
ED205506 SP018722 The Washington State Teacher Corps/Teacher Center Network. Walker: Paul R. Western Washington Univ., Bellingham. Jul1981 23p. Sponsoring Agency: Office of Education (DHEW). Washington, D.C. Teacher Corps. Grant No.: G007603470
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The work-study team concept has evolved from a TeacheeCorps ED181440 C5005220 grant to Stanford School of -The What's, Educationand Herbert Hoover Why'sand How's of Inservice Education in Junior High School, San Jose, California, Reading in the Content Areas. and represents the basic vehicle of the project for collaboration between-fhe Deffenbaugh, Sue A. university and school in providing moreeffective inservice Hartford Public Schools. Conn.; Hartford Unfv., West education, school improvement, and field-based research. Eight Hartford. Conn. work-study teams wereorganized: four 1979 63p. concerned with the subject areas of mathematics, language arts, social studies, Sponsoring Agency: Office of Education (DHEW), Washington, andphysical education; four "innovation teams" D.C. Teacher Corps. dealt with education, bilingual education, teaching in open Grant No.: G007700v62 space, and community involvement. Fourof the Available from: teamswere TeaCher Corps, Rm. H128, University of relativelysuccessful, two remained functioning through the Hartford. West Hartford, CT 06117 ($1.50) year, and two effectively disbanded before the end of the year ERRS Price - MF01/PC03 Plus Postage. for lad( of support or interest. Two of Language: English the more serious difficulties were goal definition. and trust and Leadership. Document Type: NoN-CLASSROOM'MATERIAL (055) Positive experience suggested that collaboration is possible Geographic Source: U.S.; Connecticut if: (1) decisions affecting the school community are made by Journal Announcement: RIEJUN80 the school-staff team members; .(2) time This resource is invested in guide, based on ideas drawn from Teachers developing good team relations; (3) team members are willing Corpsprojects, contains suggestions for organizingand to assume new roles; and (4) concrete. immediate problems conducting inservice programs on reading in the content areas. provide the initial focus for collaboration. Limitations of The first section of the guide provides guidanc4 from the the concept involve (1) the length of time needed todevelop literature concerning decisions to be made in establishing an trust andcredibility, (2t individupl differences in team inservice program, including suggestions from experienced member capacftfen for dealing with competing goals, inservice leaders (3) the and. descriptions of modele ofworkable capability for stimulating unpei-ceived programs. staff development The second section discusses inservice activities. , needs. and (4) practical limitations involving participant such as ways ofcreatingawareness andexaminingbeliefs, invOlvement, incentives. physical distances, exploring the demands of scheduling etc. the reading assignments. Guidelines for determining the need for and investigating.,skills organizing in content Berea reading, developing effective teams and For ensuring their continuing vocabulary instructional techniques, and developing effectiveness have been appended. (MB) instructional techniques in comprehension. Resources for the inservice leader are provided in the thirdsection. specifically resources for structuring and conducting inservice sessions, for information about reading and teaching strategies in thecontent areas, and for information about learning-to-learn skills. The final section outlines issues and perspectives, including discussions of teaching reading in the content areas, other considerations for classroom instruction, and inservice planning. A selected bibliography is included. (FL)
ED139756 95 SP011053 The Work-Study Team: AModel for Collaboration Between School and University. Occasional Paper No. 19. Hagberg, Mime: And Others Stanford Univ., Calif. School of Education. May 1977 21p. Sponsoring Agency: National Inst. of Education (DHEW). Washington, D.C.: Office of Education (DHEW). Washington. D.C. Teacher Corps. Grant No.: G007502009 ERRS Price - MF01/PC01 Plus Postage. Language: ENGLISH Document Type: PROJECT DESCRIPTION (1411 Journal Announcement: RIEOCT77 413 4I DIALOG Filei: ERIC- 66-82/Mar (Item612 of 637) User 9002 -15apr82 1818
Corps projects are all oriented towardthe E01008e8 95 SP008782 encouragement of community-basededOcation, involving the evolutionof an Three Developmental ModelsDesignedfor the Education of Low-ncome Children. interactive relatiOnship between educational institutions end the local communityfor purposes of program development and Watsgm'Dorothy U.. Ed.; And Others direction. Someaspects of the community-based education Missouri Univ.. Kansas City. concept are explored in this compilation of three papers.,,the Jun 1970'59p. first in an intended\series. The first paper, by Conrad PoWill Sponsoring Agency: Office of Education (CHEW). Washington, and Larry Winecoff, describes the origins and charadteristics D.C. Teacher Corpel,, of community -based education. The basic concepts and methods EDRS Price - MF01/PC03 Plus Postage. needed to energize coMmunity-based education in the ruture Language: ENGLISH are discussed by Rolanddoddo, and in the third Document Type: PROJECT DESCRIPTION (141) paper Eva Schindler-Rainman comments on societal Journal Announcement: RIEMAY75 trends affecting. community-based educatidn and on effectivemeans for making This paper presents three different educational models for educational efforks'suc-dassful. (Author/PGD) inner-city children. The first'. the Learning by Doing Program. a preschool and kindergarten summer program atSaint Mark's Parish, proposes to meet the needs of innec-city children by developing cognitive growth necessary for further learning E0203485 EA013675 experiences and by preparing them toenter structured. Three Techniquesfor Involving Human Service Agencies in classrooms in the present school system. Outlined are Community-eased Education. activities to (a) develop physical and sensory readiness, (b) Jackson, Barbara L. develop reading readiness. (c) develop social readiness, and Teacher Corps Recruitment and Community Technical Resource (d) developself-concept and pride in inner-city youngsters Centers. Washington, D.C. (such as & unit of BlackHistory). Includedalso is .the Jul 1980 26p. minimumachievement to be realized from these activities. SponsoringAgency: Office of Education (ED), Washington, suggested materials to be used, organization structure and D.C. Teacher Corps. recruitment. and .methods of evaluation. The second. The Report No.: RCTR-CBE-PN-3 Development and Study of a Reading Center in an Inner City Contract No.: 300-79-012 Elementary Schoot, focuses on an experimental study of fourth EORS Price - MF01 /PCO2 Plub Postage. 'and fifth graders Kith reading problems whoareadministered Language: English theSilvaroliClassroom Reading Inventory.,Statistical data Document Type: POSITION PAPER (120) are included. The third. Together in Kansas City. Missouri, is Geographic Source: U.S.; District of Columbia a model program designed to bring together children from inner Journal AnnouncemlInt: RIENOV81 and outerKansasCityareas to enhance .theiracademic. Human serviceagencies, includingpublic schools' and personal. and social experiences. and to demonstrate the value institutions of higher 'education, are playing an increasingly of cultural pluralism as an educational resource. Goals. dominant role in the,lives of all citizens, especially the objectives, organization plan, and evaluation questions are poor. The increasity bureaucratic nature of these agencies outlined..(JCW) has beencontributf g to thecontinued powerlessnessand dependence of their growing clientele. The perception by human serviceagencies of their role in the community can be refocused on assisting the poor in developing ED203483EA013673 self-helpand self-directionprograms through community-basededucation. Three Overviews of Community-Dased Education. Three illustrations of ways in which these agencies can become 'Powell. Conrad; And Others involved in community-based education are Teacher Corps presented in this Recruitment and Community Technical Resource document, including a parenting program involving several CentersWashington. D.C. agencies, a high school-based inter-agency council May 1980 53p. aimed at solving needs of high school-Aged community residents, and an Sponsoring Agency: Office of Education (ED). Washington, urban cooperativeextension program modeled on rural D.C. Teacher Corps. agricultural extension programs. (PGD) Report NO.: RCTR-CBE-PN-1 Contract No.: 300-79-0312 EDRS Price - MFOI/PC03 Plus Postage. Language: English Document Type: POSITION PAPER (120) Geographic Source: U.S.: District of Columbia Journal Announcement: RIEUOV81 Theplanning, implementation, and evaluation of Teacher DIALOG Filel: ERIC - 66-82/Mar (Item615 of 637) User 9002 15apr82 1819
focusonhuman sensitivity, cooperave efforts 0099391 SP008709 of the university and the school systemand community, and Three Years of Collaboration in the Development of Portal instructional organizationwithin th Schools. school. Narrative, sectionsoutline the major phase, of thprogram: 1) summer Pankratz, Roger; Williams, John preService program of communityactiv Jun 1974 tiesand concurrent 11p. seminar; 2) inservice program during EDRS Price - MF01/PC01 Plus Postage. he junior and senior school years including a team teaching nternship Language:'ENGLISH in local schools and concurrent seminars on societal factors, Document Type: MISCELLANEDUS (999) . instructional organization, contemporary Journal Announcement: RIEAPR75 learning-teaching process, educational technology, and research; 3) interim In 1971 sixrural, eastornKansas School Districts summer program of liberal arts requirements; and 4) collaborated community with Kansas StateTeachers College in the involvement activities throughout the2 years leading to a development of portal schools. Four-year goals and first-year bachelor of arts degree in education. Inclbded in the proposal objectives were established and a steering committee comprised is material on certification and degree requirements, -staff of representatives of each significant role groupwas and team leader selection and training, evaluation procedures, organized to transact business associated with the development the four participating schools, etc. (QS) of portal schools. After a year and a half, it became apparent "'that the attempt at collaborative decision making was unsuccessful. Therefore, a new model was developed based on the assumptions that; (a) the controllers of resources must be ED17851! SP015010 willing to share their power by responding to inputs from role Too ManyPieces: A Study of Teacher Fragmentation in the groups, (b) the purpose and limits of the consortium must be Elementary School. clearly defined and agreed to by all parties, (c) a process Klugman,: Edgar; And Dthers for input and shared decision making must be clearly defined, Wheelock - Malden Teacher Corps Collaborative, Boston. (d) commitment to the endeavorby member institutions 1s Jul 1979 65p. directly related to the amount of its resources invested, and Sponsoring Agency: Office of Education (DHEW), Washington. (e) twodecision-making bodies, one consisting of resource D.C. Teacher Corps. controllersand the other consisting of role group EDRS Price - MFO1 /PCO3 Plus Postage. representatives, must be organized. The implementation of this Language: English model involvedthe formation of a Council of Administrators Document Type: RESEARCH REPORT (143) (resource controllers) and Master SteeringCommittee (role Geographic Source: U.S.; Massachusetts group representatives), development of an agreement document, Journal Announcement: RIEMAR80 specification of the decision-making process, and an increase Fragmentation of elementary school teachers' time and in theamount of resources investedby each institution. attention is an almost universal problem. Frequent coming and Significant an encouraging developmentshave resulted from goingof children to and from the classroom for legitimate implementation of the new model. (HMD) purposesdisrupts and distracts the teacher and other students. Children receivingspecial educationservices frequently leave the classroom for half-hourperiods, thus missing a portion of instruction received ED042690 by classmates. SP004073 Administrative interruptions, too wide a span of ability in a ToledoTeacherCorps: An UndergraduateProgram for the single class, and lack of administrative support also create Development of Teachers for the Inner City. a senseof frustration for the teacher, The results of a Toledo Univ., Ohio. Coll. of Education. comprehensive questionnaire on this topic 041 reported in this 1969 80p.: Entry for i970 AACTE Distinguished Achievement study. Suggestions are made for possible options for classroom Awards in Teacher Education, and proposal to USOE for Teacher teachers, support teachers, and administrators for improving Corpa'program this situation. (JD) Sponsoring Agency: Teachers Corps, BEM. EDRS Price - MF01/PC04 Plus Postage. Language: ENGLISH Journal Announcement: R/EJAN71 This set of documents includes the original proposal (December 1968) for the 2-year Toledo Teacher Corps program and a summary. description of the program half way through .its firstyear (November 1969). The program summary describes it as an undergraduate training program designed to improve the educationalprocess in urban poverty areas and to improve the training program for elementary teachers in such areas throUgh 4th 417 .
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problems and attempted solutions is provided in the first ED199215SP017820 chapter. An interview with four beginning teachers follows., Toward a New Model of Teacher Education. with illustrations of the types of problemsencountered in Hermanowicz. Henry J. such areas as discipline, Sep time management, and leek of 1980 26P.: Paper presented at the Crossgate Seminar feedback. Other essays suggest new entrance modes for teacher sponsored by the Pennsylvania Department of Education. orientation, astronger relationshiph.tween theoryand EDRS Price,- MFOI/PCO2 PlUs Postage. practice in schools of educttion, and increased Language: English research on the initial teachingexperience. Two chapters offer models Document Type: CONFERENCE PAPER (150): REVIEWLITERATURE from the perspectives of b.e school princiwil and thecollege I070); PROJECT DESCRIPTION (141) dean, one for the encot-agemenitof school-college cooperation, Geographic Source: U.S.; Pennsylvania and the other proposing a concept of teacher education based Journal Announcement: RIEJUL81 on schools as centers of inquiry. The final essay presents ,a Criticism of the field of teaCher educationshould be general framework for-inductidnand continuing teacher constructive from those withinthe field. Given the rich edu ation, incorporating several of theelements that were background of experimentation. research. and substantive ideas int bduced in the earlier chapters. (FG) in education. teacher educators should take the initiative for improving theprofession rather than have legislative or policy mancAtes imposed upon them. Developments in the 1960's f and 1970's. such as the curriculum reformmovement. E0120104 SP009868 microteaching. the Teacher Corps, the EducationProfessions Towards A Personalized CompetencyReferencedModel of Development Act, competency based teaching, and PL 94-142, Teacher Education. should serve as a prelude for redesigning teacher education Grady, Michael P, programs; tothe 1980's. An autonomous two-year program of 18P. professiOnal post-baccalaureate studies has been proposed. The MRS Price - MF01/PC01 Plus Postage. undergraduate courses for prospective teachers would also be Language: ENGLISH revamped under this plan, ..the resultsof which would be Document Type: PROJECT OESCRIPT/ON (141) greater depth and enrichment in content areas for secondary Journal Announcement: RIEJUL76 schomil teachers and comprehensiveness for elementary-school This teacher education model is designed to assist inservice teachers. All prospective teachers would study exceptionality, and preservice teachers In attaining their professional educational goals psychology, measurement and evaluation. in a continuing program of self-improvement. The model is curriculum. and school and community relationships. The second personalized in that it calls for the determinationof year of the two-year program wouli involve full time study and competenciesand objt-tives based on the individual teacher's clinical experience in a public school district as a training philosophy of edUcation. It is also individualized since laboratory. Examples of courses and semesters are given. (FG) the learning that takes place is self-paced. Finally, the modelis flexible andcanbeusedwith preservice or inservice programs. There are five phases of the model: (I) philosophy, (2) rationale, (3) objectives, (4) master' of competencies, ED205581 SP018622 and -(5) 'evaluation. The five pnases areguided by a Toward Meeting the Needs of the Beginning Teacher. Initial collaborative section-which serves to familiarize participants Training/Induction/Inservice.. with influences that must be considered in developing one's Howey, Kenneth R., Ed.; Benis, Richard H., Ed. philosophy, objectives, and competencies Midwest Teacher Corps Network, (e.g., that the Lansing, Mich.; Minnesota teachereeust function within a school district,pealing with Univ., St. Paul. students and parents). After 1979 recognizing the influencing i58p. factorsand dealing with tnem in a collaborative manner, Sponsoring Agency: Office of Education (UHEW), the Wathington. participant is ready to begin the five-pheses of the model. 0.C. Teacher Corps. (Appended are'diagrams and an explanation of chilies 3-5 Grant No.: G007700055 of the model as well as informationconcerning the need for a EDRS Price - MFOI/PC07 Plus Postage. resource center when implementing the model.) (Author/RC) Language: English Document Type: PROJECT DESCRIPTION (141); EVALUATIVE REPORT (142): COLLECTION (020) Geographic Source: 1.1.S.:.MInnesota Journal Announcement: RIEJAN82 Nine discussions identifyneeds and concerns of beginning teachers and call" for a more concertedeffort to ensure a smooth transition frompreservice teacher to a working professional. An historical perspective on beginning teachers' 419 4' DIALOG Fflei: ERIC - 66-82/Mar (Item 621 of 637) User 9002 f5apr82 1821
enough and that resfstence to change fromother school ED135794 95SP010853 perionnel may be a factor. (RT) Towards Excellence in Elementary Education; A Program for Improving the Profestional Growth Opportunities forElementary Teaching Personnel. Lansing School District, Mfch.; Michigan State Unfv., East ED0/9807 SP002211 Lansing. Coll. of Education:; Offfce of Education (OHEW). Training Classroom Teachers for Supervision. Washington, D.C. Teacher Corps. - Waterman, Floyd T,; Brflhart, Barbara 1976' 30p. .1969 83p. EDRS Price - MF01/PCO2 Plus Postage. EDRSPrice MFO1 /PCOE Plus Postage. Language: ENGLISH Language: ENGLISH Document Type: PROJECT DESCRIPTION (141) Journal Announcement: RIEOCT69 Journal Announcement: RIEJUL77 'These symposium papers, the first two by Floyd Waterman and The Excellence in Elementary Eduietfon (EEE) program the last +twobyBarbara Brflhart, provides a number of are an outgrowthof interdependenIE experiencesaimed at experience in directing the Teacher Corps internship optimizing the quality and availability of professional growth program at the Universfy of Nebraska at Omaha. No. 1 describes ',The opportunities for persons specializing in elementary Role of the Teacher Corps Team Leader," who education: prospective teachers, fs a member of trio' fnservfce teachers, local school ficultyreceiving continuous prospective teacher educators, and trafnfng and friservice teacher instructionfrom Corps and university staffs during his educators. The program fs predicated upon the notion that two-year outcomes will be service and trafnfng period as supervisor ofintern most constructivewhendiverse dsets of teachers. Theeight roles educe. ors work discussed include fostering together and sharedecision-makingon how community work, counseling teaching and learning for any and advising, teaching and particulargroup of students demonstration, and analyzing teaching acts. No. might beimproved. Recommendations are offered 2, "Concepts for the and Procedures for Training Teacher CorpsLeaders." presents development and implementation of future EEE typivOrograms..Nn. recommendations fora 4-phpsp program: essay on a first selection and initial year's_ experfince in en EEE program is orientation, a national attached. (MM) team leader institute, p eservice orientation in local projects, andcontinuous inservfce follow No. 3 describes the 'Development ofn Attitude Scale11!Evaluating Teacher Corps Team Leaders" nd includes a copy of the 'scale ED039176 with procedures for scoring. No. 4 SP003845 presents "A Schema fors. Supervision of Teacher Training Change Agents in the Public School Context. Corps Interns" which lists 17 problems identified within the intern's three ,Edgar. Donald E.; Clear. Delbert K. major roles (asteacher, school-community liaison, 1970 13p.; Paper presented staff/team at annual meeting, AERA, member) with suggested activities and behaviors designed, to Minneapolis, 1970 guide him thrrugh each of four growth phases EDRS Price - MF01/PC01 Plus Postage. for each problem. SuggesAfons for use of the schema, which fs also presented in 'Language: ENGLISH chart form, are included. (JS) Journal Announcement: RIESEP70 Anevaluation of two programs - -the federally sponsored Teacher Corps andthe Ford Training and Placement Program established at the Universityof Chicago in 1967-68--whose goal is to train teachers capable of acting as change agents in the schools indicates that they have not been successful in reaching this goal, and that school context fs perhapsmore important for the teacher than the type of training received. Both of these programs trained students in teams, andthe Ford Program placed the teams. intact into inner-cityschools for their teaching experience. When program graduates' scores on tests desigrcd to measure desire forautonomy and sense of powerwere comparedwith scores of graduates of traditional programs in Chicago and Milwaukee, no significant difference was found. However, whenboth groupswere divided into teachers in black inner -city schools, white inner -city schools, and white suburban schools, there was a significant difference in scores, with the black inner -city school teachers' being the lowest. These results seem to indicate that special teacher training programs in themselves are not
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observations of team leaders in action in 10 cities, ED197004U0021079. a survey of n11 Teacher Corps leaders and directors,and the collected Training for Inner City Parents In Child Rearing: Why Fried positionpapers of persons expert at one or another of the Chicken Franchises for Parenting Don't Work. necessary competencies. These guides can be used by directors James. Richard: Etheridge. George of individual Teacher corps projects. .1978 17p. along with other study ENS products, as resources in their training programs. The format MFOI/PC01 Plus Postage: centers around (1) competencies needed by a team leader. Language: English (21 objectives for a trainingprogram to create Identified Document Type: POSITION PAPER (120); PROJECTDESCRIPTION competencies. (3) (141) interim objectives related to the general competency objectives. (4) specific behaviors. (5) materials 'Geographic Source: U.S.: Tennessee that could be utilized. and (6) recommendations concerning Journal Announcement: RIEMAY8I the time limits for the mastering of each interim objective. In en effort to. examine the effectiveness of commercially (Author) produced parent education programs. a childmanag vent and communication class given for Memphis. Tennessee. inner city parents, is evaluated in this paper. The program. sponsored by the Mid-South Teacher Corps Project, utilized two models: (1) ED182263 5P014620 Becker's 1971 "ParentsAreTeachers: A ChildManagement Triangulation: A Strategy for Formative Action Research On Program." which is devotid to behavior management techniques In-Service Education. KentState University Teacher Corps and has been used extensively with low socioeconomr status Papers - -No. .1. parents:- and (2) Dinkmeyer's and Mcway's 076 "Systematic Clegg, Ambrose: And Others Training for Effective Parenting: STEP." a model that is based Nov 1978 25p.: Paper presented at the Annual Meeting of on Rudolph Dreikur's philosophy of child training. emphasizes the Research and Development Association for Educ'ation (2nd, sequential development of communication skills, and has been Alexandria, VA, November 6, 1978). 4 used w1thmosikly middle class parents: Due to what the authors Sponsoring Agency: Office of Education (DHEW). Washington. perceive to be mistakes on thepart of the trainers, the 'D.C. initial enrollment of twenty-five parents decreased to only Grant No.: G007803176 four by. the third sess'On. One problem identified is that EDRS Price - MFOUPC01 Plus Postage. initial sessions w, vnot sufficientlydirected oward Language: English parents' specific concerns. The strictly sequenced approach of Document Type: CONFERENCE PAPER (150); PROJECT DESCRIPTION the Becker program model was found to beonly margiuklly (14i) useful. Evengreater difficulties were encountered in using Geographic Source: U.S.: °hi., the second model. Recommendations areoffered for adapting Journal Announcement: RIEjUN80 these two models for use with low socioeconomic status parents Anactionresearch model of program planning and inservice -"and for enhancing the effectiveness of parenting programs in teacher education Is presented. The model general. systematically It is concluped that "pre-packaged" parenting includes three groups of 'programs participants--teachers and present somanyeprobleNs that it is more practical paraprofessfonalse parents and members of the community, for_tripiners to design and their own program to fit a given university andadministrativepersonnel, and is called the situation. (Gql, "triangulation" model. Inherent in the design is the potential for providing continuous feedback and input, from each of the threegroups. thus producing .a source of inforisation for data-based decision - making. The model is used as a planning ED058816EA003918 vehicle fora federally funded Teacher Corps project jointly Training guides for Teacher Corps Team Leaders. operated by the Akron Public schools, the Akron community, and Saxe. Richard 'W.: And Others Kent state University. (Author/LH) Toledo Univ., Ohio. 30 Oct 1971 138p. Sponsoring Agency: Bureau of Educdtional Personnel Development (OHEW/OE). Washington. D. C. Teachers Corps. 'Grant No.: OEG 0-70-2272(715) EDRS Price - MFOI/PC06 Plus Postage. Language: ENGLISH; JoU),nal Announcement: RIEMAY72 Thoee guides are process and product of t continuingeffort to e^signa training program for Teacher Corps team leaders. As a process, they represent one phase in the delineation ofa training program. As a product, theyare drawn form 423 DIALOG Filet: ERIC 66-82/Mar (Item627 of 637) User 9002 15apr82 1823
Bilingual Education. Women's Educational Equity Act, ED203484 E/'013674 Arts and Humanities Office, Teacher Corps. Office of Career Education, Two Views of Techniques for DevelopingCommunity-ilased- and Fund for the Improvement of Postsecondary Education.Among Education 'in a Teacher Corps Project (Project Personnel the programs cited are Follow Through Program; Title I Migrant Perspectives). - Program; Alcohol and Drug Abuse Witty. Elaine P.; And Others Education Program; School Library Resources. Textbooks, andother Instructional Teacher CorpsRecruitment and Community Technical Resource Materials Program; Envirohmental Education Projects; Centers, Washington. D.C. Urban/Rural School Development Program; Consumer and Homemaker Jul 1980 44p. Education Program; EducationOpportunity SOOns6ing Agency: Office of Education Centers Program; (ED). Washington. Gifted and Talented program; the Handicapped Children's Early D.C. Teacher Corps. Education Program; Teacher Report No.: RCTR-CBE-PN-2 Training Grants; Community Education Program; Teacher Exchange Program :' Contract No.: 300-79-0312 Library Material Grants; Fulbrlght -Hays Doctoral Dissertation Research Abroad EDRS Price - MF01/PCO2 Plus Postage. Program; Cooperative Education Program; Language: English CollegeWork-Study Program; Supplemental Educational Opportunity Grant Program; Document Type: POSITION PAPER (120); NON-CLASSROOM MATERIAL National Direct Student Loan Program; (055) Reading Is Fundamental Program; Bilingual Education Fellowship Program; and Reading Geographic Source: U.S.; District of Columbia Academy Program. (NO) Journal Announcement: RILNOV81 Two papers by experienced Teacher Corpsproject personnel describingtechniquesand approaches used in the development of community -based education are presented inthis document. ED200686#00021336 The first paper, by Elaine P. Witty and Yvonne B. Miller. United States 6-ideral Policies forEducation for the explores methods for identifying educational needs perceived Disadvantaged. Reviews of-National Policies for Education. by the community, including group discussions, interviews. Organisation for EPonomic Cooperation and Development.Paris surveys, andparticipation in meetings of community (France). organizations. Thepaper also comments on intec'ration of 1981 126p. communityexperienceand school learning in terms of Report No.: ISBN-92-64-12149-X educational activities. pv'ogram content, and program goals. Available from: DECO Publications and The second paper, by Alan Brown, Information Center. identifies six reasons for Suite 1207, 1750 Pennsylvania Ave.. N.W.. Washington,DC 20006 citizen participation in education. details five approaches to ($8.50). _,....44isessing community educational needs, and itemizes twelve Document-Not Available from UPS. inds of expertential learningactivities that couldbe Language: English included in a community-based program. (PGD) Document.Type: GENERAL REPORT (140); BOOK (010) Geographic Source: France Journal Announcement: RIEAUG81 This report ED147097 95 RC010258 presents a review conducted by a multinational panel on educational policy in fhe ited States., The report U.S. Office of AEducationPrograms ServingHispanic concentrates on compensatory, rams in elementary and Americans, Fiscal Year 1977. secondary education. with an em hasOs on / Title I programs. Chavez, Gilbert; Cardona, Carmen C. Topics covered include: (1) l Office of recent trends in American Education (OHEW), Washington., D.C. education; (2) the philosophy, operational Spanish-Speaking Program Office. design. and evaluation of Federal programs for the disadvantaged: (3) 1977 flip.: Some parts of the document may be marginally problems of program legible due to quality of print articulation; (4) the impact of compensatory education at EDRS Price - MF01/PC05;Plus Postage. the school level: (5) students' preparation for and transition to working life; and (6) the Language: ENGLISH Federal role in educational funding. Also included is Document Type: PROJECT DESCRIPTION (141) a record of a 1979 conferenceheld to review the above mentioned Journal Announcement: RIEAPR78 issues. (APM) Compiled arinually, the report gives the geographic locations and grant sire of programs fundedby the U.S. Office of Education 'whichhave impact on Hispanic Americans. These programs are providedunder the Elementary andSecondary Education Act Titles I and II.Civil Rights Act of 1964 Title IV. Bureau of School Systems. Bureau of Occupational and Adult Education. Bureau of Education for the Handicapped. Bureau of Postsecondary Education, Right to Read Office, Office of 4 2 5 OIALOG Filet: ERIC - 66-82/Mar (Item 630 of 637) User 9002 15apr82 1824
involvement can be effected by conaidertng the problemas one E0166148 95SP013767 of institutional changerather than merely as a question of Universities and Teacher Education Centers in Florida. faculty development. (Author/LH) Krueger. Christine Dec 1978 94p: Sponsoring Agency: Office of Education ('DREW), Washington. D.C.,Teacher Corps. ED089167CG008767 Grant No.: G007700121 A01 ValmiChanges imelack and White University-Irtems. EDRS Price - MF01/PC04 Plus Postage.. Sikula, John P. And Others Language: English - Toledo Univ., Ohio. Document Type: RESEARCH iltPORT (143) --Apr 1974 17p.; Paper presented at the annual meeting Geographic Source: U.S.: Florida American Educational Research Association (Chicago. Illinois, Journal Announcement: RIEJUN79 April 15-19, 1974) This report focuses on the role of universities in teacher :DRS Price - MF01/PC01 Plus Postage. educationcenters in the state of Florida as well as on some Language: ENGLISH of the issues and impacts related to that.role. Research makes Journal Announcement: RIEAUG74 it clear that universities, almost entirely through colleges FortyUniversity. of Toledo Teacher Corps interns (23 black of education, have contributed substantially to the and 17 white) were asked to respond to a Rokeach fetus Survey improvement of inservice education. Several factorshave on the first day of regular classes, at the end of the year, combined, however, to limit both that contribution and the and at the end of the program. The objective was toexamine potential role of colleges of education In Florida's teacher what significant value changcs, if any, took place during the educationcenters. These factors include: (1) the focus on program. Results are assessed according to racial groups inserviceeducation; (2) theweakness in collaborative rather than individuals. Results of the first survey show that relationships; (3) the lack of Teacher Education Center (TEC) the black internswere more concernedwith cleanliness, programdevelopment in the universities: (4) policy independence, politeness, and self-control thanwerewhite instability; (5) shortage'of resources; (6) the larger interns. White interns were more concerned with honesty and *Diversity system; and (7) the tenuous development of salvation than Macks. Results of the second survey show that aliversity organization for TEC activity. The the groups differedsignificantly only ir their rankings on institutionalization of TEC roles would help consolidateTEC the value, "Clean." Survey data at the er.d of the program goals as part of the university mission and lessen anxieties - indicate that blacks and whites demonstrated fewer significant about the role of universities in teacher education "centers. differences in their values. Theauthor suggests that (OS) experiential influences rather than racial ones may be dominant in affecting value formation and, hence, attitudes and behavior. (RWP) E0185045SP015889 University Roles in InserviceEducation: Planning for Change, Carey. Lou M.: Marsh, David D. American Association of Colleges for Teacher Education, Washington, D.C. Feb 1980 114p. Sponsoring Agency: Office of Education (DREW), Washington, O.C. Teacher Corps. EDRS Price - MF01/PC05 Plus Postage. Language: English Oocument Type: REVIEW LITERATURE (070): PROJECT DESCRIPTION (141) Geographic Source: U.S.; District of Columbia Journal Announcement: RIEAUG8O Intended toaidschools, collegec, and departments of education in the implementation of inservice teacher.education programs or in theexpansion of existingprograms, this monograph presents curent research findings on the role of the university in teacher inservice education. It outlines a step-by-step process for making such programs an integral part of the university'spuhpose and suggests that greater 7 DIALOG Filet: ERIC - 66-82/Mar (Item 633)7637) User 9002 15apr82 1825
ED10094495 Contract No.: 300-78-0250 SP008875 EDRS Price - MFOUPC05 Plus Postage. Verbal Interaction. Af/ective 14.0. Language: English Ward, G. Robert, Comp.; Borgers, Sherry B., Comp. Document Type: PROJECT DESCRIPTION (141); CLASSROOMMATERIAL Houston Univ., Tex. Coll. of Education. (050) 8p.; For related documents, see SP 008 803-806, 867-874 Geographic Source: U.S. Sponsoring Agency: Office of Education'(DHEW), Washington, Journal Anpouncement RIEJAN81 D.C.'Teacher Corps. This resourcebook, EDRS Price -41F01/PC01 Plus Postage. which provides a sampling of programs developed by the Youth Advocacy Projects of Language: ENGLISH the Teacher Corps , on behalf of troubled youth, :. organized in three major Document Type: PROJECT DESCRIPTION (141) sections. Journal Announcement: RIEMAY75 Section I' presentsoutlines, resources, and critiques of staff development courses, organized This module is designed to provide practice in observing according to the target youth' group(s) , and by ve0.111 interaction in a group and to provide subject ,area. Section II an opportunity to describes model interventions in process partiZtOate in a discussiongroup at eachproject, and receive feedback. groupedaccording to their focus on: Specificactivities include the formation of a group of 16-20 (1) inservice/staff development; (2) program development thatdirectlyaffects people and participation in three exercises; the fishbowl,the troubled fishbowl and reversed youth; and (3) community involvement. Section III roles, andgroupdiscussion. Each presents case studies of four model programs activityemphasizes the verbal interactions taking place in with descriptions groups. (MJM) of their setting, intervention strategies, and evaluations of overall program effectiveness. (Author/HLM)
ED050617' FL002067 Visual Literacy: A Child-Centered ReadingProgram. Heffernan-Cabrera, Patricia; And Others .24 Oct 1970 13p.1 Paper presentedat the San Diego Foreign Language ,Teachers Conference, October24, 1970 EDRS. Price - MF0i/PC01 Plui Postage. Language: ENGLISH Journal Announcement: RIESEP71 The underlying theory oftheTeacher CorpsRural-Migrant programs in visual literacy is developed in this papsr. The primary objectiveof teaching communication skills to non-nativespeakers of English through theuse of motion picture cameras is detailed in discussion of how visual literacy motivates students and improves curriculum development. The types of activities incorporated into an educational experiment at theYettem School indicate the interrelatedness between the traditional communication skills and the more innovative approach to the developmentof those skills through filer, Elements of theprogram described include: (1) visual vistas--single framing, (2)multiple-frame experiences, (3) slide presentations, (4) motion pictures, (5) visual-verbal textbooks, (6) field trips, and (7)selecting a subject. (RL)
ED190973 CG014627 Walker's Sampler: Youth Advocacy Resources. Walker, Clarence; And Others
Vermont Univ.._ Burlington. , Teacher Corps Youth Advocacy Loop. 19,0 104p.; For related documents see CG 014 625-26, Sponsoring Agency: Office of Education (DHEW), Washington, Q.C. Teacher Corps. 429 430