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  • English  (4)
  • 1985-1989  (4)
  • Ayers, Jerry B.  (2)
  • Bach, Emmon  (2)
  • Dordrecht : Springer  (4)
  • 1
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400925120
    Language: English
    Pages: Online-Ressource (292p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services Series 27
    Series Statement: Evaluation in Education and Human Services 27
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 Introduction -- 2 Background for Teacher Education Program Evaluation -- 3 The Accreditation Plus Model -- 4 Selection and Evaluation of Knowledge Bases for Teacher Education Programs -- 5 Quality Controls in Teacher Education Programs -- 6 Testing for Admissions -- 7 Evaluating Field-Based Experiences in Teacher Education -- 8 Assessing Student Performance Outcomes in Teacher Education Programs -- 9 Assessment of Faculty in Teacher Education Programs -- 10 Use of Mail Surveys to Collect Information for Program Improvement -- 11 Follow-Up Evaluation of Teacher Education Programs -- 12 Evaluating the Structure of the Education Unit -- 13 Physical Facilities Evaluation in Teacher Education Programs -- 14 Evaluating Financial Resources for Teacher Education Programs -- 15 Evaluation of Library Resources for a Teacher Education Program -- 16 Models and Modeling for Teacher Education Evaluation -- 17 Implementation of Evaluation Results -- 18 Elements of Law as They Relate to Teacher Education Evaluation -- 19 We Can Get There from Here -- Author Index -- NCATE Standards Index.
    Abstract: J. T. Sandefur Western Kentucky University American's ability to compete in world markets is eroding. The productivity growth of our competitors outdistances our own. The capacity of our economy to provide a high standard of living for all our people is increasingly in doubt. As jobs requiring little skill are automated or go offshore and demand increases for the highly skilled, the pool of educated and skilled people grows smaller and the backwater of the unemployable rises. Large numbers of American children are in limbo--ignorant of the past and unprepared for the future. Many are dropping out--notjust out of school--but out of productive society. These are not my words. They are a direct quote from the Executive Summary of the Carnegie Forum Report on Education and the Economy entitled A Nation Prepared: Teachers for the 21st Century (p. 2, 1986). This report was motivated by four purposes: 1. To remind Americans, yet again, of the economic challenges pressing us on all sides; 2. To assert the primacy of education as the foundation of economic growth, equal opportunity and a shared national vision; 3. To reaffirm that the teaching profession is the best hope for establishing new standards of excellence as the hallmark of American education; and 4. To point out that a remarkable window of opportunity lies before us in the next decade to reform education, an opportunity that may not present itself again until well into the next century.
    URL: Volltext  (lizenzpflichtig)
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  • 2
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400926752
    Language: English
    Pages: Online-Ressource (172p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements ; Assessment.
    Abstract: 1 Teacher Selection: A Problem of Admission Criteria, Certification Criteria, or Prediction of Job Performance? -- 2 Evaluation of Teacher Education Programs -- 3 The Professional Education Unit -- 4 An Outcomes-Based Teacher Preparation Program -- 5 Teacher Education Follow-up Evaluation: How To Do It -- 6 Pupil Achievement: The Weakest Link in the Evaluation Chain -- 7 Reflections on Conference Proceedings for the Center for Teacher Education Evaluation -- 8 Some Missing Links.
    Abstract: In an age that dictates accountability and verifiability of educational programs, institutions of higher education are called on to justify their programs. To meet these demands, there is a need for improved methods for the evaluation of teacher education programs. More importantly, there is a need for the development of methods and procedures to conduct continuous and on-going evaluation that can aid the process of program improvement. Many institutions have had difficulties in developing and implementing satisfactory systems for conducting needed evaluation. In recent years the standards for the approval of teacher education programs in all of the states were strengthened as were the standards for approval by the National Council for the Accreditation of Teacher Education (NCATE). These revised standards put even more emphasis on accountability and the need for both summative and formative evaluation in a teacher education program. Tennessee Technological University has long been recognized as an institution with an exemplary project in program evaluation. As a result, in 1986, the state of Tennessee established at Tennessee Technological University, a Center for Teacher Education Evaluation. The Center began work in July 1986, on the development of models and systems for conducting teacher education program evaluation. To most, teacher education program evaluation is simple and straightforward. Evaluation includes a set of options, a set of criteria, data collection and interpretation, x and then use in meeting accountability needs.
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  • 3
    ISBN: 9789401568784
    Language: English
    Pages: Online-Ressource (VII, 526 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy, formerly Synthese Language Library 32
    Series Statement: Studies in Linguistics and Philosophy 32
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Logic ; Computational linguistics ; Psycholinguistics
    Abstract: Categorial Grammars as Theories of Language -- The Lambek Calculus -- Generative Power of Categorial Grammars -- Semantic Categories and the Development of Categorial Grammars -- Aspects of a Categorial Theory of Binding -- Type Raising, Functional Composition, and Non-Constituent Conjunction -- Implications of Process-Morphology for Categorial Grammar -- Phrasal Verbs and the Categories of Postponement -- Natural Language Motivations for Extending Categorial Grammar -- Categorial and Categorical Grammars -- Mixed Composition and Discontinuous Dependencies -- Multi-Dimensional Compositional Functions as a Basis for Grammatical Analysis -- Categorial Grammar and Phrase Structure Grammar: An Excursion on the Syntax-Semantics Frontier -- Combinators and Grammars -- A Typology of Functors and Categories -- Consequences of Some Categorially-Motivated Phonological Assumptions -- Index of Names -- Index of Subjects -- Index of Categories and Functors.
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  • 4
    ISBN: 9789400934016
    Language: English
    Pages: Online-Ressource (472p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy, formerly Synthese Language Library 33
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Computer science ; Artificial intelligence
    Abstract: Prologue -- What is Mathematical Linguistics? -- I. Early Nontransformational Grammar -- to Part I -- Formal Linguistics and Formal Logic -- An Elementary Proof of the Peters-Ritchie Theorem -- On Constraining the Class of Transformational Languages -- Generative Grammars without Transformation Rules-A Defense of Phrase Structure -- A Program for Syntax -- II Modern Context-Free-Like Models -- to Part II -- Natural Languages and Context-Free Languages -- Unbounded Dependency and Coordinate Structure -- On Some Formal Properties of MetaRules -- Some Generalizations of Categorial Grammars -- III More than Context-Free and Less than Transformational Grammar -- to Part III -- Cross-serial Dependencies in Dutch -- Evidence Against the Context-Freeness of Natural Language -- English is not a Context-Free Language -- The Complexity of the Vocabulary of Bambara -- Context-Sensitive Grammar and Natural Language Syntax -- How Non-Context Free is Variable Binding? -- Prologue -- Computationally Relevant Properties of Natural Languages and Their Grammars -- Index of Languages -- Name Index.
    Abstract: Ever since Chomsky laid the framework for a mathematically formal theory of syntax, two classes of formal models have held wide appeal. The finite state model offered simplicity. At the opposite extreme numerous very powerful models, most notable transformational grammar, offered generality. As soon as this mathematical framework was laid, devastating arguments were given by Chomsky and others indicating that the finite state model was woefully inadequate for the syntax of natural language. In response, the completely general transformational grammar model was advanced as a suitable vehicle for capturing the description of natural language syntax. While transformational grammar seems likely to be adequate to the task, many researchers have advanced the argument that it is "too adequate. " A now classic result of Peters and Ritchie shows that the model of transformational grammar given in Chomsky's Aspects [IJ is powerful indeed. So powerful as to allow it to describe any recursively enumerable set. In other words it can describe the syntax of any language that is describable by any algorithmic process whatsoever. This situation led many researchers to reasses the claim that natural languages are included in the class of transformational grammar languages. The conclu­ sion that many reached is that the claim is void of content, since, in their view, it says little more than that natural language syntax is doable algo­ rithmically and, in the framework of modern linguistics, psychology or neuroscience, that is axiomatic.
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