Research on competency-based teacher education has concentrated upon the dimension of performance evaluation. Although the question of whether or not trainees are proficient in the skills taught is critical, student evaluation of training components may be even more important in guiding short-term training program management The present study traces the development of a special education methods course, showing the relationship of course changes to formative evaluation via systematic student input.
Get full access to this article
View all access options for this article.
References
1.
AltmanR.MeyenE.L.Some observations on competency-based instruction. Exceptional Children, 1974, 40, 260–265.
2.
ArendsR.L.MaslaJAWeberW.A.Handbook for the development of instructional modules in competency-based teacher education programs. Buffalo: Center for the Study of Teaching, 1973.
3.
BerdineW.H.KellyD.A competency-based teacher education model for certification programs in trainable mentally handicapped. Exceptional Children, 1977, 43, 7.
BloomB.S.HastingsJ.T.MadausG.F.Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill, 1971.
6.
BurkeC.The individualized, competency-based system of teacher education at Weber State College. Ogden, Utah: Weber State College, 1972.
7.
CawleyJ.F.VitelloS.J.A model for arithmetical programming for handicapped children. Exceptional Children, 1972, 39, 101–110.
8.
CreamerJ.J.GilmoreJ.T.Design for competency-based education in special education. Division of Special Education and Rehabilitation, School of Education, Syracuse University, 1974.
9.
CronbachL.J.Course improvement through evaluation. Teacher's College Record, 1963, 64, 672–683.
10.
EdgarE.NeelR.S.Results of a competency-based teacher training program. Exceptional Children, 1976, 43, 33–35.
11.
ElamS.Performance-based teacher education. Washington, D.C.: American Association of Colleges for Teacher Education, 1971.
12.
HanninenK.A.ColemanT.W.ParresR.M.Anatomy of change: Curriculum revision in special education teacher training. Exceptional Children, 1977, 43, 311–312.
13.
IngramG.F.BlackhurstA.E.Teaching and advising competencies of special education professors. Exceptional Children, 1975, 42, 85–92.
14.
KellerF.S.Goodbye teacher. Journal of Applied Behavior Analysis, 1968, 1, 79–89.
15.
NagleT.RichmanP.Competency-based instruction: A strategy to eliminate failure. Columbus: Merrill, 1972.
16.
NelsonC.M.An evaluation of a non-categorical competency-based special education methods course. In BullockL.M. (Ed.) Proceedings of the annual fall conference of Teacher Educators for Children with Behavioral Disorders. Gainsville, Florida: University of Florida, 1974. Pp. 28–35.
17.
RenneD.J.BlackhurstA.E.Adjunct auto-instruction in an introductory special education course. Exceptional Children, 1977, 43, 224–225.
18.
ScrivenJ.The methodology of evaluation. AERA monograph series on curriculum evaluation, 1967, No. 1. Pp. 39–83.
19.
SemmelM.I.SemmelD.S.MorresseyP.A.Competency-Based Teacher Education In Special Education: A Review of Research and Training Programs. Bloomington, Indiana: Center for Innovation in Teaching the Handicapped, 1976.
20.
SheppardW.C.MacDermotH.G.Design and evaluation of a programmed course in introductory psychology. Journal of Applied Behavior Analysis, 1970, 3, 5–11.
