Federal and state regulations mandating inclusion of students with disabilities in general education classes have made it essential to create pathways for pre-service teachers to develop skills to teach content to diverse groups of students. The study uses a framework suggested by the relationship between teacher attitude and teacher behavior…

Thoughts on some of the parameters of the field worker as a person are collected to guide potential employers of similar fieldworkers. (AG)

This document, comprised of three major sections, is designed to aid individuals and groups in instituting field-experience education programs. Section 1 details the step-by-step procedures for designing a nontraditional program. Section 2 details the process of developing, selecting, monitoring, and evaluating internship experience. In these two…

This document reports the second cycle Teacher Corps program in Chicago, which was designed to prepare elementary teachers for the inner-city schools. An introductory section lists program objectives, which emphasized improvement of education of the disadvantaged and school-community involvement of corpsmen. Formal and informal evaluation and…

An expressed purpose of the Teacher Corps program is to encourage and assist changes in teacher education directed toward better ways to prepare teachers for work in areas of concentration of low-income families. Too often community involvement in such programs takes place after most decisions and plans have been made. As the 1970-72 Teacher Corps…

Goals for the 2-year program were 1) to provide immediate assistance to disadvantaged youth at an early age from teacher-interns specially equipped to diagnose their student needs and provide appropriate learning experiences; 2) to provide sufficiently strong preparation for teaching so that interns will achieve enough success to desire to…

In 1968 a five-week cooperative project, which exposed 38 student teaching candidates to the inner-city, was designed and implemented by Miami University and the Cleveland public school system. Observation-participation activities were planned for each student in one of 13 schools, in which he observed a wide variety of school personnel, served as…

In a junior college introductory course, an instructor taught two sections in two different ways to discover any differences in achievement or attitude. Fifteen students were randomly assigned to a conventional class and 19 to a field-work class. The first learned by lecture, group discussion, individual project, visual aids, a field trip, and an…

Three papers presented at the American Psychological Association's 1973 meetings, together with a brief overview, introduce the concept of experiential education, distinguish three modes of experiential learning, discuss the application of the concept both to general and professional education, and describe a successful 3-year effort at the…

A proposal for early field experiences in teacher education is based on the goal of preparing a teacher who will act on developing principles and who will continue to grow in contrast to a technician who acts with no underlying rationale. (CB)

A field-based task-oriented teacher education model is described and its implementation in university college-operated schools (primary and secondary) is recommended. (CL)

This study identifies the expectations and problems of university supervisors of early field experiences. Three broad categories of problems factors emerged. These are dimensions of professionalism, program control, and institutional problems. Implications for structuring field experiences are discussed. (Author/MT)

This article uses three vignettes to illustrate the pitfalls that must be overcome if classroom experience during teacher preparation is to serve the broad purposes of learning to teach. These pitfalls mislead prospective teachers into believing that central aspects of teaching have been mastered and understood. (MT)

Recent research has cited many problems that prevent field programs from achieving their potential. The author discusses the issues which will shape the future of field experience programs. (MT)