Download or read book The Survey of Teacher Education in Oregon written by Oregon State Board of Higher Education and published by . This book was released on 1952 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Survey of Teacher Education in Oregon written by and published by . This book was released on 1952 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey of Some Phases of Teacher Education in the Oregon State System of Higher Education written by Oregon State Board of Higher Education and published by . This book was released on 1953 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Education in Oregon written by Oregon State Board of Higher Education and published by . This book was released on 1940 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Survey of Teacher Supply and Demand Conditions in Oregon 1947 48 written by Oregon Education Association and published by . This book was released on 1947 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Education in Oregon written by Oregon State System of Higher Education. Teaching Research Division and published by . This book was released on 1971 with total page 347 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Training Survey of University of Oregon Graduates for the Years 1929 to 1940 Inclusive written by Ralph Urban Moore and published by . This book was released on 1946 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Digest of a Study of Public Elementary and Secondary Education in Oregon written by Oregon. Legislative Advisory Committee on Public Elementary and Secondary Education and published by . This book was released on 1950 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Public Elementary and Secondary Education in Oregon written by Oregon. Legislative Assembly. Advisory Committee on Public Elementary and Secondary Education and published by . This book was released on 1951 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Empowering Leading and Learning Oregon Survey written by New Teacher Center (Organization) and published by . This book was released on 2014 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Studies of Public Education in Oregon written by University of Oregon. Bureau of Educational Research and published by . This book was released on 1960 with total page 608 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Survey of Public Higher Education in Oregon Bulletin 1931 written by United States Department of the Interior, Office of Education (ED). and published by . This book was released on 1931 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: On November 3, 1929, C. L. Starr, president of the Oregon State Board of Higher Education, requested that a survey be made of State institutions of higher learning, including normal schools. The five institutions involved were the University of Oregon, the Oregon State College, and the normal schools at Monmouth, Ashland, and La Grande. The purpose of this survey was threefold: (1) to secure more effective expenditure of the public funds devoted to higher education; (2) to prevent undesirable duplication of higher education offerings; and (3) to create an agency of control with responsibility and authority to conclude and to prevent in the future the institutional rivalries and bickerings that have wearied the State and excited its distrust. On January 10, 1930, Dr. Arthur Klein, Chief of the Division of Collegiate and Professional Education in the United States Office of Education, met with the State board of higher education at Portland, Oregon, and a tentative memorandum of agreement was prepared describing the conditions under which the Office of Education would conduct the work, the scope of the survey, and the terms of cooperation between the board and the Federal office in the selection of the survey staff. This survey staff included Arthur J. Klein, F. J. Kelly, and George A. Works. Following this meeting, the director of the survey spent approximately two weeks visiting the State's higher institutions and conferring with the board and State officials. This period was spent collecting printed and mimeographed material already available and in arranging for the assembly of further information by means of an extensive system of questionnaires. Their findings are presented in this bulletin in 11 chapters, as follows: (1) Introduction; (2) Fundamental coordination; (3) Coordination of teacher preparation; (4) Coordination of non-campus and extension instruction; (5) Supplementary coordination; (6) Articulation of accounts and business management; (7) Coordination of capital investment; (8) The libraries; (9) Faculty standards; (10) The students; and (11) Findings and recommendations. (Individual sections contain tables, figures, and footnotes.) [Best copy available has been provided.].
Download or read book From Commitment to Practice written by Henry Del Schalock and published by Washington [D. C.] : American Association of Colleges for Teacher Education. This book was released on 1976 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Competency Based Teacher Education in Oregon 1974 written by C. A. Smith and published by . This book was released on 1975 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effectiveness in Fulfilling the Stated Goals of a Teacher Education Program as Evaluated by Graduates of that Program written by Stanley Jay Kenyon and published by . This book was released on 1976 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Oregon College of Education (OCE) is a small, liberal arts college with a special emphasis on the preparation of teachers. Its student population is predominantly from Oregon's Willamette Valley area. OCE developed specific objectives for its teacher education program and the purpose of this study was to determine whether the teacher education objectives were met as judged by the graduates of June 1967 and June 1970. Specific objectives of the study were to: (1) collect, analyze, and interpret opinions and reactions from OCE alumni regarding OCE's teacher education program; (2) acquire a demographic profile of the 1967 and 1970 OCE alumni in teacher education; and (3) recommend courses of action to the college faculty. This study consisted of a survey of the graduating classes of OCE of June 1967 and June 1970 who received baccalaureate degrees in Education. The questionnaire was sent to all people involved via first-class mail. Two follow-ups were made to those not responding. Four hundred ten (410) of the 499 responded for an 82% response rate. A factor analysis program (FAST) was run to determine both the validity of the groups of descriptors that were rated by the graduates and the congruence between the factors and objectives. Five factors were defined: Culture and Personality, Practicality, Research, Educational Philosophy and Action, and Academic Competence. The analysis of variance method was used to analyze the data relating to those factors. The analysis of the data allowed for an examination of the differences between males and females, between elementary and secondary graduates, and between the graduates of 1967 and 1970. In addition, the independent variables of (1) college cumulative grade point average and (2) the number of years needed to complete the degree were analyzed in relation to the eight population sub-groups (by year of graduation, sex, level, and preparation). Elementary education graduates rated the "Practicality" factor significantly higher (p.
Download or read book Guidelines for Developing a Community College Teacher Education Program in Oregon written by Daniel Bentley Dunham and published by . This book was released on 1971 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this study was to develop guidelines for planning a preservice preparation program which would encompass the critical issues in community college teacher education identified in the related literature and by national and state authorities. The secondary purpose was to suggest a plan for a community college teacher education program in Oregon by using the guidelines as the primary basis for a theoretical model of a university teacher education program. Procedures used in the study included identifying apparent critical issues in related literature and securing judgments from two panels of national and state authorities on the importance of these and other issues in planning and developing a preservice preparation program for community college teachers. A modification of the Delphi Technique used in conducting surveys of national and state panels of experts achieved procedural objectives for securing judgments on issues and provided comments and suggestions for additional issues not found in the literature. The Technique was useful in producing increasingly higher levels of agreement by panel members on refined statements, through successive rounds of surveys. Findings of the study were based primarily upon pooled data from both panels of experts. Agreement within and between panels on individual items was analyzed, and comparisons were made to assess congruity with issues extracted from related literature. Findings were summarized in a priority list of critical issues. Priority was based upon high to low agreement level judgments of experts and congruity of those judgments with issues identified in the literature. Guidelines were based primarily upon the priority list of critical issues. Guidelines 1. Field experience or internship in a community college should be provided all prospective community college teachers. 2. Preparation programs should be sufficiently comprehensive to provide for mastery of subject matter in a substantive field leading to a master's degree and for emphasis upon courses or experiences in: a. Use of teaching aids and techniques. b. Philosophy and objectives of the community college. c. The community college student, his nature, needs and background. d. Effective communication, participation in faculty activities and decision making groups and adequate functioning beyond the classroom. e. Understanding and use of research in teaching. 3. Selected teachers presently working in community colleges should be involved in the planning and design of preservice preparation programs. 4. The attitudes of community college administrators toward preservice preparation of their teachers should be determined, and the administrators should be involved in program planning and development. 5. If universities are to have a primary role in providing preparation programs for community college teachers, present teacher education programs should be studied in depth, and, where findings indicate needed changes, recommendations should be made for modification, expansion or adjustment of such programs. 6. Adequate systems for selection and recruitment of prospective community college teachers should be developed. 7. Cooperative arrangements between community colleges and universities should be developed in order to maximize the effectiveness of: content and professional preparation; internships and field experiences; planning, development and review of programs; use of physical and personnel resources between institutions, and; overall coordination and communication of the teacher education program. 8. Effective systems for follow up and evaluation of teachers should be developed cooperatively by universities, community colleges and related resource agencies. 9. Roles, responsibilities and resources of related educational, public and private agencies should be determined and plans made for their involvement in program planning, development and implementation. 10. Sole dependence upon community college inservice programs for preparation of prospective teachers should be avoided. 11. Collectively, community colleges can provide an important source of information and resources for preservice preparation programs. 12. Programs for the preservice preparation of community college teachers should be designed with built-in flexibility in order to retain sensitivity to the changing and special needs of the community college. The guidelines are the primary conclusion of the study. Other conclusions are based upon additional findings not encompassed by the guidelines. Certain implications for program development in Oregon are presented on the basis of related elements found in the process of conducting the study. Recommendations A theoretical model of a community college teacher education program in Oregon is proposed as the cumulative recommendation of the study. The model is based upon the findings, the guidelines developed from critical issues and the conclusions and implications presented. Six major elements in the theoretical model include: 1. Program Planning, Development, Implementation and Review Responsibility II. Administration and Governance III. Instructional Program IV. Field Relations V. Teacher Recruitment and Selection VI. Follow Up and Evaluation of Teachers.
Download or read book Teacher Training in Oregon High Schools written by John Conrad Almack and published by . This book was released on 1921 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
