TY - JOUR
AU - Clarke, S.C.T.
AB - of The Teacher Story Elementary Education Models S. C. T. CLARKE Events and evaluational Chronology of ory, specified objectives, In concern should components. addition, in in the U.S. Of- Early i96~, personnel be directed to individualized instruction, fice of Education showed increasing the use of multi- simulation, self-study, awareness of the need for improvement to the media, sensory multiple approaches in education. As a result of elementary of teachers, problem educating elementary discussions and a planning, preliminary of team realistic aspects teaching, reality- of consultants was held in meeting built-in de- testing laboratory experiences, on at 2, Washington August s96~, and dissemina- demonstration velopment, which the of elemen- tion- and built-in costs possibility funding phases, systems teacher education models was dis- in-service education for all tary analyses, per- cussed. William E. of sonnel such and the conducting programs; Engbretson Temple results should be as models states in his the transportable University report’ major to other in- conclusion elementary teacher-producing reached the consultants by stitutions. It was felt that teachers since and U.S. Office of Education personnel: have and multiple competencies multiple for the Any proposals developed program as well as effects sequential proposals should include a a viable the- 
TI - The Story of Elementary Teacher Education Models
JF - Journal of Teacher Education: The Journal of Policy, Practice, and Research in Teacher Education
DO - 10.1177/002248716902000303
DA - 1969-09-01
UR - https://www.deepdyve.com/lp/sage/the-story-of-elementary-teacher-education-models-799YuOevL4
SP - 283
EP - 293
VL - 20
IS - 3
DP - DeepDyve
ER -