WorldCat Identities

ERIC Clearinghouse on Teacher Education

Works: 337 works in 566 publications in 1 language and 9,430 library holdings
Genres: Conference papers and proceedings  Bibliographies  Abstracts 
Roles: Other
Classifications: LB1715, 370.71
Publication Timeline
Most widely held works about ERIC Clearinghouse on Teacher Education
Most widely held works by ERIC Clearinghouse on Teacher Education
Society, schools, and teacher preparation : a report of the Commission on the Future Education of Teachers, Association of Teacher Educators( Book )

5 editions published in 1988 in English and held by 273 WorldCat member libraries worldwide

Managing teacher stress and burnout by Dennis Sparks( Book )

1 edition published in 1981 in English and held by 232 WorldCat member libraries worldwide

This monograph offers a practical guide for identifying and managing those stressors that are in the specific domain of the individual--exercise, diet, sleep, interpersonal relations, time and conflict management, and relaxation. The first section covers stress theory; methods to identify and clarify stressors; restoration of a balanced perspective through examining job-related successes, satisfactions, and strengths; and consideration of blocks that often prevent people from integrating stress management techniques into their life styles. In the second section, specific techniques for managing stress are presented. The final section reviews the management techniques and suggestions discussed in previous sections. (Jd)
Essential knowledge for beginning educators( Book )

2 editions published in 1983 in English and held by 231 WorldCat member libraries worldwide

A reader's guide to the comprehensive models for preparing elementary teachers by ERIC Clearinghouse on Teacher Education( Book )

3 editions published in 1969 in English and held by 217 WorldCat member libraries worldwide

This publication is intended to serve as a guide to nine elementary teacher education models financed by the U.S. Office of Education in 1968. The authors of the models, gathered at a 2-day conference in April, 1969, wrote the nine summaries of their models which appear in this guide. Each summary is similarly organized (except one not written at the conference) and presents information about model goals; selection procedures; preservice, professional, academic, and inservice components; faculty; evaluation; and management. An index at the end of the guide cross references similar concepts in the model summaries, such as behavioral objectives, individualized instruction, behavioral specifications, and a systems approach to teacher education. The guide also includes a transcript of a discussion among the writers about certification, institutional change, inservice programs, and other concerns of teacher educators. Related documents (including the nine models from Florida State University; Michigan State University; Northwest Regional Educational Laboratory; Syracuse University; Teachers College, Columbia University; and the Universities of Georgia, Massachusetts, Pittsburgh, and Toledo) are Ed's: 018 677, 025 456-7, 024 490, 025 491-2, 025 495, 026 301-2, 026 305-31, 027 268, 027 276, 027 283, 027 284, 027 285-7, 029 813, 030 631, 031 460. (lp)
Consumer health : products and services by Jessie Helen Haag( Book )

1 edition published in 1975 in English and held by 207 WorldCat member libraries worldwide

This book presents a general overview of consumer health, its products and services. Consumer health is defined as those topics dealing with a wise selection of health products and services, agencies concerned with the control of these products and services, evaluation of quackery and health misconceptions, health careers, and health insurance. This text provides information for the consumer to make wise decisions as to the purchase of health products and services. The first section is entitled, "Consumer Beware." Chapters dealing with quackery, food faddism, cults and fallacies, questionable health care and health advertising are discussed. In this section, consumers are alerted to the numerous ways in which they are being cheated whether it be through a cure-all medicine or by false advertising. The next section entitled "Wise Consumer," deals with health insurance, physicans, dentists, nurses, hospitals, prescription and over-the-counter drugs, careers in health professions, and consumer protection agencies. This section deals with educating the consumer to the many facets of consumer health. Proper health insurance is discussed along with training procedures for doctors, nurses, and others in the health field. A list of consumer agencies is given and their function is examined. (Sk)
How do teachers communicate? : a review and critique of assessment practices by Joseph L McCaleb( Book )

4 editions published in 1987 in English and held by 183 WorldCat member libraries worldwide

The primary task of the monograph is to describe and evaluate the conceptualizations of communication found in assessment practices. The first chapter contains a review and analysis of standardized measures and performance assessments of teachers' communication. Twelve communication categories emerge from an inspection of the performance assessments. The numerous meanings given to communication are elaborated by an examination of differences within each category. The second chapter focuses on theory and research. The literature on instructional communication is examined, and a model is developed with five critical skill areas. It is shown how these areas are used for five functions, or purposes, and in different modes or patterns of communicating. The final three chapters discuss limitations in current measures of communication. The perspective of the communication theorist and linguist is used to identify important dimensions of communication that have received little, if any, attention in the assessments. The claim that most performance assessments are grounded in research on teaching effectiveness is explored, and relationships between the assessments and the research are cited. Limitations of that research paradigm are identified and implications for communication from an information-processing model are discussed. (JD)
Motivation theory and practice for preservice teachers( Book )

6 editions published in 1985 in English and held by 178 WorldCat member libraries worldwide

Quality control in teacher education : some policy issues by Daniel S Arnold( Book )

1 edition published in 1977 in English and held by 163 WorldCat member libraries worldwide

A framework is proposed for the rigorous and continuing exercise of quality control in teacher education. The major focus is on the individual measures of quality control which can be exercised at eight critical points in the preparation and practice of a teacher: (1) college admission; (2) admission to teacher education programs; (3) student teaching and other professional field experiences; (4) completion of preservice preparation and institutional recommendation of candidates for initial certification; (5) state agency certification; (6) employment; (7) retention and tenure decisions--the role of inservice education; (8) continuing professional development--the recognition of the teacher-scholar. The major section of this paper is organized around these quality control points, and, within each of the eight subsections, seven basic questions are utilized to clarify the issues relating to each point: (1) What are the competencies, qualities, and characteristics associated with effective teacher performance expected as exit criteria from this point? (2) Which of these competencies, qualities, or characteristics can be developed or enhanced by the institution or agency primarily responsible for the quality control point with the time and resources available? (3) What are the entry requirements at this quality control point? (4) How can generic competencies associated with quality teacher performance be ensured while at the same time avoiding a narrow view of teaching? (5) What are the principal influences on the quality controls exercised? (6) With whom does primary responsibility for evaluation lie? And (7) What processes, mechanisms, and instruments are properly involved? A bibliography is appended. (Mm)
A model for evaluating teacher education programs by Elizabeth Nelli( Book )

6 editions published in 1984 in English and held by 162 WorldCat member libraries worldwide

Emerging professional roles for teacher educators by Karl Louis Massanari( Book )

1 edition published in 1978 in English and held by 158 WorldCat member libraries worldwide

Emerging professional roles for teacher educators are examined by three educators from three different viewpoints, and a critique of the positions developed is undertaken by a spokesman for the teacher organization viewpoint of professional development. Karl Massanari examines the changes currently affecting the education of teachers--social, political, and those within education and teacher education. From this discussion, the basis is laid for proposals responding to these changes. William Drummond explores the current situation in colleges and universities, examines internal problems in these institutions, and discusses sixteen potential roles for the college-based teacher educator. W. Robert Houston develops the major thesis that social and educational developments call for new professional roles in teacher education. Roles of those persons responsible for staff development are explored, and on the basis of past and present practices, nine theses suggesting future practices for school based staff development are presented. In summarizing the contextual conditions determining new and modified roles for teacher educators, Massanari examines the characteristics of the arena in which educational professional development takes place and calls attention to underlying issues that will eventually determine what new roles will be created and supported. In his summary critique, Roy Edelfelt reacts to the contributions of each of the preceding writers and argues that the separate efforts of schools and colleges need not be in contest, that there is more work to be done in pre- and inservice education than all college- and school-based educators can handle, and that the problem lies in developing programs and approaches that satisfy practitioner needs. (Mjb)
Field experiences in teacher education from student to teacher by D. John McIntyre( Book )

4 editions published in 1983 in English and held by 154 WorldCat member libraries worldwide

A comprehensive analysis of literature on field experiences for the preservice teacher is divided into sections which focus on the: (1) influences of field experiences on the attitudes and behavior of preservice teachers; (2) roles of university student teacher supervisors and cooperating teachers; (3) structure of field experience programs and models; (4) evaluation of student teacher performance during field experience; and (5) assessment of the success of field experiences. A summary section includes the conclusion that field experience in teacher education is threatened by "the lack of commitment by higher education, the low status of clinical faculty, the lack of objective evaluation criteria, the loss of control to teacher unions and state legislatures, and the lack of relationship between field and campus study." In addition to 11 recommendations for improving field programs, descriptions of 17 exemplary field experience programs in the United States and Canada are appended, along with references. (JD)
Perspectives on graduate programs in education( Book )

2 editions published in 1979 in English and held by 154 WorldCat member libraries worldwide

Reading between the lines : teachers and their racial/ethnic cultures by Mary E Dilworth( Book )

5 editions published in 1990 in English and held by 149 WorldCat member libraries worldwide

This monograph identifies for researchers and teacher educators important questions about the ways in which race, ethnicity, and culture influence teachers' motivations and intentions for teaching, as well as their expectations of their students and of their own professional lives. Chapter 1, "The Culture of Teachers: The Culture of Teaching," presents a general overview of common knowledge regarding the nature or culture of the profession and its participants, the generally accepted notions regarding teaching as an occupation, and the attitudes or needs that may prompt an individual to pursue this career. Chapter 2, "Studying Teachers' Racial/Ethnic Cultures," suggests that for various reasons, educational researchers have generally overlooked this line of inquiry, which holds promise for recruiting minority teachers, as well as explaining their performance and the achievement of children from these groups. Chapter 3, "The Teaching Population: Present and Future," provides a general description of the current and prospective teaching population and leads into chapter 4, a discussion of racial and ethnic differences in "Teacher Motivation, Rewards, and Incentives." Chapter 5, "Racial /Ethnic Cultures," provides a brief descriptive profile of the major minority groups in the United States, and is a reference for much of the discussion. A 7-page bibliography concludes the volume. (JD)
Performance-based teacher education : an annotated bibliography by American Association of Colleges for Teacher Education( Book )

3 editions published in 1972 in English and Undetermined and held by 146 WorldCat member libraries worldwide

This annotated bibliography on performance-based teacher education is an update of one released in May 1971 by the American Association of Colleges for Teacher Education (ED 050 034). With 189 citations, the version contains nearly twice the number of entries as the previous one. The categories under which the entries are arranged have been expanded to include the following: the nature of performance-based teacher education (21 citations); programs (19 citations); kinds of performance (30 citations); modules (7 citations), the improvement of teacher performance (37 citation); the assessment of teacher performance (44 citations); performance-based teacher certification (20 citations); and attitudes of professional organizations (7 citations). A 5-item bibliography of bibliographies complete the document. (LP)
Interaction analysis: selected papers by Norma Furst( Book )

3 editions published in 1971 in English and held by 143 WorldCat member libraries worldwide

This is the third in a series on "Supervisory Strategies in Clinical Experiences." It contains three papers. The first, "Interaction Analysis in Teacher Education: A Review of Studies," by Norma Furst, concentrates on those studies which were designed to teach the Flanders behavior recording technique to preservice educators. These are divided into early studies, attitude studies, the Ohio State University study, and studies in secondary education programs, with an additional section on future research areas. The second paper, "Classroom Observation Systems in Preparing School Personnel," by J.T. Sandefur and Alex A. Bressler, starts by setting out the case for observation systems in evaluating teacher effectiveness and by defining the terms used. Selected classroom observation systems are described, including affective systems, cognitive systems, and multidimensional systems. The third paper, "Supervisory Conferences in Selected Institutions," by Donald J. Johnston, describes four supervisory conference procedures resulting from a study carried out by the author and four consultants. Four supervisory conferences were recorded on videotape at each of four universities (Temple, UCLA, Stanford, and the University of Illinois) and analyzed to identify supervisor behaviors and institutional characteristics. (MBM)
Evaluation of student teachers by Joan Barrett( Book )

5 editions published between 1986 and 1990 in English and held by 138 WorldCat member libraries worldwide

Public criticism of teachers has put pressure on teacher educators to prepare their students better. Any process to strengthen teacher education programs must include a careful study of student teaching since it is usually the final education course taken by students and the most influential field experience in a teacher education program. Many teacher education programs use student teaching as the primary exit evaluation of student competencies. Yet factors such as questionable measurement instruments and untrained evaluators prevent effective evaluation. This digest discusses the purpose of student teacher evaluation, criteria, measurement tools, evaluators, and elements of success. (JD)
Microteaching: selected papers by James Michael Cooper( Book )

3 editions published in 1971 in English and held by 137 WorldCat member libraries worldwide

This is the second of a series of three bulletins dealing with "Supervisory Strategies in Clinical Experiences." The first of the two papers, "Microteaching: History and Present Status," by James M. Cooper and Dwight W. Allen, begins with a definition of microteaching as a teaching situation which is scaled down in terms of time and numbers of students, but which is not synonymous with simulated teaching, as the teacher, students, and lesson are all "real." The history of microteaching from its development in 1963 is outlined, followed by an explanation of the rationale, the uses of microteaching in preservice and inservice training in the Peace Corps, counseling, supervisor training, and the training of college teachers. Research evidence on the effectiveness of microteaching is examined and the teaching skills involved are listed. There is a bibliography of 58 items. The second paper, "Microteaching in Teacher Education Programs," by Robert F. Schuck, considers three programs: 1) the original Stanford Teacher Education Project, which developed nine specific technical skills in secondary education; 2) the Brigham Young University Program, which forms part of the preservice curriculum; and 3) the San Jose State College Study of that institution's program for elementary intern teachers. A brief concluding section suggests that microteaching holds promise as a research strategy for investigators interested in patterns of instruction. (MBM)
The evaluation of teachers by Joan Barrett( Book )

5 editions published between 1986 and 1990 in English and held by 136 WorldCat member libraries worldwide

Inservice education programs for coaches by Gordon D Jeppson( Book )

1 edition published in 1978 in English and held by 131 WorldCat member libraries worldwide

School administrators are often faced with the necessity of employing nonschool personnel to staff the athletic program fully. This publication provides some ideas, sample regulations, and model programs that can be used to give coaches basic minimal competencies for the role they may be asked to assume. Sample regulations that govern the employment of nonschool personnel as coaches are outlined. Model preservice and inservice education programs from 11 school systems are described as examples of inservice training that may be of use to administrators considering adapting them to their own settings. (Jd)
Culturally responsive pedagogy for the 1990s and beyond by Ana María Villegas( Book )

2 editions published in 1991 in English and held by 111 WorldCat member libraries worldwide

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Audience level: 0.42 (from 0.06 for ERIC Clear ... to 0.53 for Evaluation ...)

Alternative Names

controlled identityERIC Clearinghouse on Teaching and Teacher Education

American Association of Colleges for Teacher Education Clearinghouse on Teacher Education

Clearinghouse on Teacher Education, ERIC


CTE (ERIC Clearinghouse on Teacher Education)

E.R.I.C. Clearinghouse on Teacher Education

Educational Resources Information Center Clearinghouse on Teacher Education

Educational Resources Information Center (États-Unis). Clearinghouse on Teacher Education

Educational Resources Information Center (U.S.) Clearinghouse on Teacher Education

U.S Educational Resources Information Center Clearinghouse on Teacher Education‏

미국교육자원정보센터 교사교육정보센터

English (63)