Experiential learning research and service learning research are both fairly rudimentary. Researchers in both fields should collaborate to make greater progress toward answering various shared questions (e.g., how field-based experience shapes and is shaped by classroom learning, what pedagogical strategies best foster learning, and how both forms…

Joint service-learning programs of Wake Forest University and the University of Texas-El Paso are working to develop an anthropologically-informed service model for/with the authors' Universities, our students, and our community colleagues. Building on extensive ethnographic fieldwork and experience leading experiential programs, the model results…

In this article, the author presents an investigative approach to "understanding Earth changes." The author states that students were familiar with earthquakes and volcanoes in other regions of the world but never considered how the land beneath their feet had experienced changes over time. Here, their geology unit helped them understand…

The academic weaknesses in the CLASP program (described in SO 504 356) are examined by sociology professors at the same university. (DE)

The author discusses some disadvantages to simulation and gaming techniques. Instead he advocates and examines the educational advantages of student participation in real world field research. Included in the article is an example of a student attempting to live on the amount a person on welfare would receive. Further ideas for student field…

As part of a course entitled "The Politics of Poverty," students at the University of Deleware worked in social work organizations for the poor. Analysis of the program's effectiveness as measured by an opinion survey of participating students is included. (DE)

The Teacher Education Alternatives Model (TEAM) project is an attempt to implement in a teacher preparation program many of the principles and ideas articulated in the humanistic movement in education. The main process themes--experiencing, decision-making, cooperating, and evaluating--are implemented through four learning modes: (1) field…

Based on the premise that educational psychology is often taught as theory with few opportunities for practical application, the Student Mini-Learning Exercise (SMiLE) Cards are presented to help students apply educational psychology concepts to field experiences. Components of these SMiLE Cards focus on: identification information; the concept…

Organizational linkages between teacher education courses and various health care industries used to promote the professional growth and development of 14 University of Louisville (Kentucky) students are described. Students who took part in the program defined their own educational needs, wrote performance objectives to address these needs,…

This report summarizes the results of a pre-student teaching field experience for elementary education majors at Pennsylvania State University. A program was organized in which public school teachers agreed to work with students to provide on-the-spot tutorial instruction regarding the teaching technique they employed, to provide the opportunity…

The undergraduate teaching of childhood illness in the community is described that includes a cross-section of acute childhood illness together with some contact with handicapped children in their own homes in Scotland. Although there were only four teaching sessions, the conditions approximated that of general practice. (LBH)

Substantial research on classroom management informs teacher education. But knowledge about student socialization and disciplinary intervention is based on a consensus of experts, rather than on empirical evidence. The author outlines the knowledge base and suggests principles to guide teacher education in these areas. (JL)

A teacher's understanding of any teaching behavior or skill must be tested in the context of actual teaching. However, practice that is unenlightened by understanding and by the mastery of concepts about teaching behaviors and skills is of uncertain value in teacher training. (JN)

Explains methods for teaching geology in an enjoyable way through a multidisciplinary, multimodal approach which highlights applications and relevance in an integrated manner. States that it does not endanger formal course content. (RT)

Content and methods are outlined for an undergraduate elementary social studies methods course. Course topics include structure of the discipline and its place in the curriculum, selecting concepts and facts to teach, how children reason and the implications for social studies teaching methods, instructional planning and techniques, and…