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.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Langford, Megan Sue, "A Content Analysis of Evaluation Instruments Used by Special Education Teacher Preparation Programs" (2011). Theses and Dissertations. 2859.
Special Education teachers, teacher preparation, teacher evaluation, evaluation instruments, content analysis, professional teacher standards