The manual is designed to encourage school districts to use community resources to expand educational opportunities for gifted students. Suggestions for planning such community enrichment programs address locating and screening resources, developing community relationships, and integrating resources into the instructional program. Examples of ways…

Resident outdoor environmental education (ROEE) is a camp-based extension of the classroom for two to five days, promoting student independence, interpersonal skills, and ecological awareness. Advantages and disadvantages of the "camp as innkeeper" and full program-provider models are given. Program development guidelines cover expenses,…

Describes the restructured, extended year Bachelor of Education/Diploma in Education Consecutive program within the Faculty of Education at Queen's University of Kingston, Ontario, Canada, which emphasizes field-based experiences. After examining research supporting experience-based learning, the paper describes program planning and development…

The Mentor Teacher Project, initiated in 1985, involved the development and implementation of a new field component into the Academic Learning Teacher Education Program at Michigan State University. The field component, piloted with the Academic Learning students in the class of 1987, was subsequently revised and its impact on the class of 1988…

The purpose of this article is to examine a variety of collaborative relationships among college students, college faculty and cooperating professionals working together in teacher preparation programs offered by the Department of Special Education at Fitchburg State College, Fitchburg, Massachusetts. The rationale, models of implementation,…

Data gathered in three Delphi rounds indicated a dichotomy between 12 inservice supervising teachers and 12 preservice teachers at Emory University in their reports of sources of anxiety within the school setting. Preservice teachers reported concerns focused primarily on pupils and pupil-teacher interaction. Inservice teachers had anxiety…

The roles of clinical professors in the professional development school component of the preservice program at Indiana State University are described in terms of four strategies: building infrastructure, establishing trust, implementation, and evaluation. Early undergraduate field experiences are the focus of the discussion. (IAH)

Introduces a series of seven articles that provide different perspectives on the planning, implementation, and evaluation of a field-based teacher-education program at Queen's University of Kingston, Ontario, Canada. Explains features of the restructured teacher-education program, the aim and character of evaluating the program, and learning from…

Wraps up a series of articles on the work of faculty and students at Queen's University of Kingston, Ontario, Canada, who were involved in restructuring the teacher-preparation program to be a field-based program. Discusses the profundity of the change, the political context for implementation, and the evaluation of the program. (SM)

Describing a developmental model and efforts during the first year of a three to five year plan to develop an experiential program in Harrison District #2 (Colorado) patterned from Outward Bound, this report concentrates on five major areas of concern. A section on developing a support structure describes activity-based workshops, during which…

Traces the evolution of the University of Arkansas College of Education and Health Profession's teacher education program into a fifth-year extended internship model that culminates in a Masters degree in teaching. The program, developed cooperatively by university faculty and public school teachers and administrators, partners university faculty…

Issues in designing and implementing a collaborative field-based and problem-centered principal preparation doctoral program at Virginia Tech are discussed in this case study. Implemented in 1989 to replace the old certification-driven principal-preparation system, the program's key components include collaborative planning, program delivery, and…

A description is given of a cooperative teacher education program formed between a university and the public schools to provide substitute teaching service to the schools while the teacher-training programs at the university would be re-modeled to include substitute teaching as a training component. Graduate students who have completed a…

Current dropout and unemployment rates among American Indians suggest that educational needs of virtually all Indians can best be met through occupationally oriented education programs that are designed to meet specific Indian needs. In recognition of both individual and societal needs, Indian education must direct itself toward provision for…

This article discusses the preliminary planning and initial year of implementation (1992-93) of a partnership, which established six professional development schools, between Indiana State University and four local school districts. Selection criteria, governance, funding, and outcomes are discussed. (Contains 18 references.) (IAH)