Analyzes predoctoral internship training programs in psychology for staff size; number of interns; funding patterns; training activities; theoretical orientation; applicant acceptance patterns; and agency setting. Examines relationship between program characteristics and approval of a program by the American Psychological Association. (Author/MJL)

It is crucial that internship allow the intern to experience all the factors that impinge on the psychologist while in school practice. Clear structure and careful planning ensure that the experience will be effective. University and field settings must work cooperatively to ensure that each intern receives a balanced experience. (Author/BW)

Considers the importance of internship programs for journalism students, particularly minority students, because it is often their first chance to work on a newspaper. (AEA)

The various roles of the exercise program professional are discussed. The exercise professional needs to be a jack-of-all-trades. Graduate departments have developed professional programs to prepare students for work in various agencies. The admission standards, curriculum requirements, and internship programs are described. (JN)

Addresses questions about academic credit and grading procedures for journalism internship programs. Provides information on how one school has dealt with the issue. (RL)

This study assesses the effectiveness of the National Association of Secondary School Principals Administration Intern Project, which is designed to produce change agents in the schools. A two-part questionnaire is described and research results are reported. (RAO)

Urges the development of post-master's degree internship programs in academic libraries to further professional training and improve placement of new library school graduates. The history of library internship programs is reviewed and a new program of internship developed by AALS and ACRL is outlined. (RAA)

A program to develop managers for academic and research libraries is reviewed through the eyes of eight participants. Former interns relate their experiences and impressions while in the program and its effect on their professional careers. (RAA)

Describes a study of the differences in the perceived roles, functions, and duties of clinical and counseling psychology interns in internship and university training program settings and of the effectiveness of the interns in their roles, functions, and duties as perceived by supervisors. Suggests training improvements. (SB)

Tells the value to the author of working as an intern at a television station during the summer after his/her graduation from high school. (GT)

Describes a one-year program at Austin Peay State University to train paraprofessional library technicians. Curriculum consists of courses in typing, business communications, accounting, and office procedures. A supervised internship in a local library setting culminates the training. (CT)

Surveyed professors of educational administration, interns in educational administration, and practicing administrators who had hosted interns, to determine the degree of consensus on criteria for evaluating administrative interns and to determine the perceived importance of affective criteria. (Author/IRT)

Describes the curriculum of the Community Information Specialist program at the University of Toledo Department of Library and Information Services and discusses the legitimacy of the department's master's degree. (PF)

This study examines the educational and personal effects of the New York State College Intern Program, designed to provide college students with first-hand knowledge of the legislative process and functions. The internship experience had no significant influence on students' patterns of interest and values. (Author/RM)