Model
Digital Document
Publisher
Florida Atlantic University
Description
The purpose of the study was to develop and apply an instrumented
procedure for deciding the relative importance of a tentative set of
professional competencies proposed for middle school teachers of English,
using the judgmental ratings by individuals in the general school community
as the decision-making base. The results of this rating procedure
were intended to demonstrate one way in which the broader educational
community could be involved in expressing choices and in setting priorities
for programs of competency-based teacher education. A selected group of 50 senior high school students, 50 teachers of middle school English, 50 educational leaders, and 50 patrons of middle
schools in the south central administrative area of the Broward County,
Florida, public school system were asked to rate a set of 12 general competencies
and 60 subcompetencies according to their perceived importance
for training and/or certificating teachers of English who work with middle
school pupils of ages 10 through 14. The subjects used a forced-choice
rank order rating system that resulted in a rank value for each of the
general competencies and subcompetencies in the study. Strategies, administrative
steps, and public relations materials for reaching each of the
targeted groups were incorporated in the details of the procedure. The procedure developed by the study proved feasible and useful for determining the relative order of importance assigned to the proposed
teacher competencies for middle school English by the vested
interest groups who served as raters. Applications of the procedure
are recommended for use by collaborative bodies which seek systematic
ways to broaden the base of public involvement in decision-making for
teacher education.
viii
procedure for deciding the relative importance of a tentative set of
professional competencies proposed for middle school teachers of English,
using the judgmental ratings by individuals in the general school community
as the decision-making base. The results of this rating procedure
were intended to demonstrate one way in which the broader educational
community could be involved in expressing choices and in setting priorities
for programs of competency-based teacher education. A selected group of 50 senior high school students, 50 teachers of middle school English, 50 educational leaders, and 50 patrons of middle
schools in the south central administrative area of the Broward County,
Florida, public school system were asked to rate a set of 12 general competencies
and 60 subcompetencies according to their perceived importance
for training and/or certificating teachers of English who work with middle
school pupils of ages 10 through 14. The subjects used a forced-choice
rank order rating system that resulted in a rank value for each of the
general competencies and subcompetencies in the study. Strategies, administrative
steps, and public relations materials for reaching each of the
targeted groups were incorporated in the details of the procedure. The procedure developed by the study proved feasible and useful for determining the relative order of importance assigned to the proposed
teacher competencies for middle school English by the vested
interest groups who served as raters. Applications of the procedure
are recommended for use by collaborative bodies which seek systematic
ways to broaden the base of public involvement in decision-making for
teacher education.
viii
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