This two-phase study was conducted to content validate through professional consensus the competencies for use in training and certifying prospective public school teachers in Connecticut. In phase one, a two round modified Delphi approach was used to bring a panel of outstanding Connecticut educators to consensus as to which competencies were…

In an effort to assess the communication skills of prospective teachers, a study examined the role of three pedagogical domains in speech communication instruction--skill, knowledge, and motivation. Fifty student teachers were tested using the Personal Report of Communication Apprehension (PCRA; McCroskey l977), the Communication Competency…

It seems likely that, as more handicapped students are being integrated in regular classrooms, teachers will need effective skills and strategies for working with children with handicapping conditions. This report discusses a set of teaching competency statements which address students' affective domain behaviors. The focus encompasses generic…

A competency based model of affective teaching is proposed for training teachers of students with Hispanic background in the southwestern United States. The GAC (generic affective competencies) model is described in terms of the adjustment needs of Hispanics in public school. Three competency clusters are outlined: creating the affective climate;…

A study of 39 elementary schools in Chicago was conducted to compare two sets of schools, those whose students made above average yearly gains in reading comprehension and those whose students' reading gains were below average. These schools were compared on the proportion of time spent on task, on what the teacher and pupils did during reading…

This paper describes a computer-based task analysis project which uses a pool of behavioral descriptors for defining the activities of a position holder in a particular situation. A selected sample of these descriptors, from a limited pool of descriptors, obtained from a convenience sample was analyzed. Clusters of descriptors with common…

Competency-based teacher education (CBTE) cannot be defended unless a systematic large-scale research effort is directed to discovering the linkage between patterns of teacher behavior and student change. A more immediate need, however, is the development of techniques that (a) permit assessment of skills trainees possess, and (b) provide training…

Because most graduate geography students will engage in professional teaching activities, the Teaching Preparation Program of UCLA's department of geography is viewed as an important part of graduate training. The program, co-directed by a graduate student and faculty member, is available to all graduate students on a voluntary basis and consists…

Twenty-three teaching competencies identified as "essential" in a state-wide teacher survey by Florida's Council on Teacher Education (COTE) are reexamined as an aid in producing valid and assessable programs for teacher education. Three hundred and fifty central Florida teachers were questioned to rate the competencies on an…

Teacher attitudes toward reading and their knowledge of techniques to improve students' reading skills were assessed in a questionnaire survey of faculty members at Tennessee State University. Results from the 72 valid responses (out of 175 questionnaires distributed) indicated that college teachers need, and would like, more information about the…

Reports results of an experiment using peer observation of teachers as part of the evaluation process. The study indicates that a large number of evaluators will produce fair and just evaluations of their peers, with any kind of bias leveling out. Thus, by implication, a small evaluation team could be dangerous. Discusses the improbability of…

In order to attract and retain the best teachers and scholars, SUNY-Stony Brook has redefined its faculty evaluation process. Instead of weighing teachers' individual accomplishments such as publishing, a greater focus is directed toward their teaching skills, an area directly linked to the quality of undergraduate education.

This paper examines how the teaching-learning process can be transformed to accurately define good schools where students achieve (and improve) academically, presenting transformation ideas that are encapsulated in a hypothetical ideal school. To transform the teaching-learning process, students must be self-motivated, teachers must be dedicated…

This study synthesized research on teacher efficacy. A 14-stage model was implemented to identify and analyze characteristics found in the synthesis population of 89 primary studies which addressed teacher efficacy. The 89 primary studies yielded 789 distinct and 973 total research hypotheses; 25 distinct and 973 total teacher efficacy constructs;…

This study examined divergence and convergence between students' and teachers' perceptions of teacher instructional behavior in terms of control of student learning, classroom management, and clarity. Survey data were collected from 72 secondary school teachers from seven schools and their 1,604 students. Teacher experience ranged from 1-29 years.…