Purpose. The problem of this study was to determine the present practices in the selection and preparation of off-campus supervising teachers in accredited elementary education programs in state-supported teacher education institutions in the United States. (Abstract shortened.)

The problem of this study was to determine the relationships among selected predictor variables in order to identify the combination of variables which best predicts scores on the National Teacher Examination-Weighted Common Examination Total Score. The identified variables were sex, teaching level, ACT composite scores, teacher education admission grade-point averages, CAT scores in Reading, Mathematics, and English, and Professional Education sequence grade-point averages. Nine hypotheses comprised the basis of this study. The first eight hypotheses pertained to the bivariate relationship of each predictor variable and the NTE-WCET scores. Hypothesis nine concerned the relationships of the combination of the predictor variables to the NTE-WCET scores. The 99 subjects of this study were drawn from 186 applicants for initial teaching certification in Tennessee during the 1981 calendar year. Selection was dependent upon the subjects having the grade-point averages and scores used as variables recorded and reported to East Tennessee State University. Pearson product-moment/and point-biserial correlations were used to determine the relationship between each predictor and the criterion. Multiple regression analysis was used to determine the combination of variables which correlate significantly with the NTE-WCET scores. The .05 level was considered in determining significance. Analysis of the relationship of predictors with the NTE-WCET scores revealed that sex and teaching level did not correlate significantly. ACT composite scores, CAT Reading scores, CAT Math scores, CAT English scores, teacher education admission grade-point averages, and Professional Education sequence grade-point averages correlated significantly at the .0001 level. ACT composite score and CAT Reading scores shared the greatest common variance with NTE-WCET scores at 74.23 percent and 61.88 percent respectively. Analysis of a significant correlation between the NTE-WCET scores and a combination of all eight predictors showed a significant correlation at the .0001 level. Analysis of the significance of each predictor to the R('2) increase showed that ACT composite scores, CAT Reading scores, and CAT English scores were significant at the .05 level.

Purpose. The problem of this study was to determine the present practices in the selection and preparation of off-campus supervising teachers in accredited elementary education programs in state-supported teacher education institutions in the United States. (Abstract shortened.)

The purpose of this study was to determine the factors of agreement or disagreement between a group of public school principals and a group of teacher educators concerning their perceptions of the relative Importance of specific teaching behaviors to the success of the beginning classroom teacher. (Abstract shortened.)

Purpose. The purpose of this study was to observe, analyze, and compare teacher verbal and non verbal behaviors as they were exhibited toward students in both traditional class rooms and open-space class rooms. Particular emphasis was placed on determining the degree, if any, to which teachers in open-space class rooms were more indirect and encouraging than direct and restricting in their behaviors than teachers in traditional class rooms. (Abstract shortened.)

Purpose. The purpose of this study was to design, implement, and evaluate a pilot training program on teaching skills and determine if such a program could significantly improve the teaching behavior of resident physicians in the East Tennessee State University College of Medicine. (Abstract shortened.)

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No description available.

Teacher preparation programs in special education are responding to demands for quality. Sources inside and outside the field of education have called for change. In 1986, the National Council for Accreditation of Teacher Education (NCATE) accreditation redesign was implemented. The Council For Exceptional Children (CEC) adopted Standards for the Preparation of Special Education Personnel in 1983 and these standards for special education programs have become a part of the NCATE redesign. This study proposes to answer the question of whether these professional standards and the NCATE redesign have had a direct impact on masters level special education teacher preparation program quality and development.;Research was conducted on a national level surveying teacher preparation programs for the mildly and moderately handicapped. The sample of 150 included members of NCATE due for program review in 1987-88 and those in 1990-91, as well as a sample of programs that are non-NCATE members. Analysis viewed differences in NCATE/non-NCATE teacher preparation programs, programs being reviewed for continuing accreditation in 1987-88 and 1990-91, and the extent to which the CEC standards for the Preparation of Personnel and Code of Ethics are addressed when comparing the NCATE and non-NCATE accredited institutions.

The purpose of this study was to investigate teachers' planning through an analysis of objectives, strategies, and indicators of student achievement to answer six research questions. The questions were related to the following topics: congruence of content in objectives and congruence of the types of assessment among teachers in school systems using the same textbook; levels of student behavior indicated in the teachers' objectives; the types of strategies and activities used to implement the objectives; the types of indicators of student achievement selected by teachers; and, the levels at which test items were written as related to the levels of behavior noted in the objectives.;The study included volunteers from five school systems which were representative of the Commonwealth of Virginia. All volunteers were teachers of general biology who were using the same textbook within their school system.;Conclusions were: There was lack of content congruence among teachers using the same textbook; teachers objectives are written at the lowest levels as described by a taxonomy of behavioral objectives; the strategies most frequently used by teachers are not those which involve students in practices which encourage thinking; teachers lack skill in writing test items. Furthermore teachers may not use forms of assessment other than paper and pencil tests.;This study has implications for preservice and inservice training of teachers in areas related to writing objectives, selecting strategies, and assessing students.