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  • English  (4)
  • 1985-1989  (4)
  • Ayers, Jerry B.  (2)
  • Benthem, Johan  (2)
  • Dordrecht : Springer  (4)
  • 1
    Online Resource
    Online Resource
    A Practical Guide to Teacher Education Evaluation (1989)
    Dordrecht : Springer
    Details
    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.
    DOI: 10.1007/978-94-009-2512-0
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Teacher Education Evaluation (1988)
    Dordrecht : Springer
    Details
    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.
    DOI: 10.1007/978-94-009-2675-2
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  • 3
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    Situations, Language and Logic (1988)
    Dordrecht : Springer
    Details
    ISBN: 9789400913356
    Language: English
    Pages: Online-Ressource (194p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy 34
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Logic.
    Abstract: I. Introduction -- 1. Prom linguistic form to situation schemata -- 2. Interpreting situation schemata -- 3. The logical point of view -- II. From Linguistic Form to Situation Schemata -- 1. Levels of linguistic form determining meaning -- 2. Motivation for the use of constraints -- 3. The modularization of the mapping from form to meaning -- 4. Situation schemata -- 5. The algorithm from linguistic form to situation schemata -- III. Interpreting Situation Schemata -- 1. The art of interpretation -- 2. The inductive definition of the meaning relation -- 3. A remark on the general format of situation schemata -- 4. Generalizing generalized quantifiers -- IV. A Logical Perspective -- 1. The mechanics of interpretation -- 2. A hierarchy of formal languages -- 3. Mathematical study of some formal languages -- 4. On the model theoretic interpretation of situation schemata -- V. Conclusions -- Appendices -- A. Prepositional Phrases in Situation Schemata -- by Erik Colban -- B. A Lyndon type interpretation theorem for many-sorted first-order logic -- C. Proof of the relative saturation lemma -- References.
    Abstract: This monograph grew out of research at Xerox PARC and the Center for the Study of Language and Information (CSLI) during the first year of CSLI's existence. The Center was created as a meeting place for people from many different research traditions and there was much interest in seeing how the various approaches could be joined in a common effort to understand the complexity of language and information. CSLI was thus an ideal environment for our group and our enterprise. Our original goal was to see how a well-developed linguistic the­ ory, such as lexical-functional grammar, could be joined with the ideas emerging from research in situation semantics in a manner which would measure up to the technical standards set by Montague grammar. The outcome was our notion of situation schemata and the extension of constraint-based grammar formalisms to deal with semantic as well as syntactic information. As our work progressed we widened our approach. We decided to also include a detailed study of the logic of situation theory, and to investigate how this logical theory is related to the relational theory of meaning developed in situation semantics.
    DOI: 10.1007/978-94-009-1335-6
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  • 4
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    Essays in Logical Semantics (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789400945401
    Language: English
    Pages: Online-Ressource (240p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Linguistics and Philosophy 29
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Linguistics ; Semantics ; Logic ; Semiotics.
    Abstract: I/Constraints on Denotations -- 1 / Determiners -- 2 / Quantifiers -- 3 / All Categories -- 4 / Conditionals -- 5 / Tense and Modality -- 6 / Natural Logic -- II/Dynamics of Interpretation -- 7 / Categorial Grammar -- 8 / Semantic Automata -- III/Methodology of Semantics -- 9 / Logical Semantics as an Empirical Science -- 10/ The Logic of Semantics -- References -- Index of Names -- Index of Subjects.
    Abstract: Recent developments in the semantics of natural language seem to lead to a genuine synthesis of ideas from linguistics and logic, producing novel concepts and questions of interest to both parent disciplines. This book is a collection of essays on such new topics, which have arisen over the past few years. Taking a broad view, developments in formal semantics over the past decade can be seen as follows. At the beginning stands Montague's pioneering work, showing how a rigorous semantics can be given for complete fragments of natural language by creating a suitable fit between syntactic categories and semantic types. This very enterprise already dispelled entrenched prejudices concerning the separation of linguistics and logic. Having seen the light, however, there is no reason at all to stick to the letter of Montague's proposals, which are often debatable. Subsequently, then, many improvements have been made upon virtually every aspect of the enterprise. More sophisticated grammars have been inserted (lately, lexical-functional grammar and generalized phrase structure grammar), more sensitive model structures have been developed (lately, 'partial' rather than 'total' in their com­ position), and even the mechanism of interpretation itself may be fine-tuned more delicately, using various forms of 'representations' mediating between linguistic items and semantic reality. In addition to all these refinements of the semantic format, descriptive coverage has extended considerably.
    DOI: 10.1007/978-94-009-4540-1
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