Abstract

The purpose of this study was to conduct a content and component analysis of evaluation instruments used to evaluate preservice teacher performance by special education teacher preparation programs. Direct observation (DO) and summative evaluation (SE) forms were collected from a random sample of Special Education teacher preparation programs that are recognized by the Council for Exceptional Children (CEC). The forms were then coded for content and components based on predetermined categories to identify similarities and differences. Variances among the DO and SE forms indicated possible methods for evaluating preservice teacher knowledge, skills, and dispositions.

Degree

MS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2011-12-07

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd4876

Keywords

Special Education teachers, teacher preparation, teacher evaluation, evaluation instruments, content analysis, professional teacher standards

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