Objective-oriented management for a cooperative program in a postsecondary institutional setting is relatively easy to articulate but requires much patience and energy to implement. Basically the design for objective-oriented management consists of five distinct activities, including goal setting, policy formation, and evaluation. (LRA)

Proposes that more accurate and persistent learning results from programs which permit students to interact with their environment and that the addition of relevant direct and vicarious experiences can lead to improvements in the learning which takes place in traditional academic courses. (JD)

A pilot program for training cooperating teachers and bettering communication among all participants in the student teaching program is described. (JMF)

Explores the relationship between the verbal behavior of student teachers and cooperating teachers over a seven-week student teaching placement. Findings reveal no relationship either between the verbal behavior of the cooperating teacher and student teacher or between that of the student teacher model and the cooperating teacher. (Author)

Appalachian State University of North Carolina, which draws mostly from nearby rural areas, has opened the Appalachian House in Washington, DC as a temporary residence and research center for faculty and students. The urban location of the house provides students with experiential learning opportunities not previously available. (JMD)

Four suggested typologies from the literature for classifying program "types" provide a base for analyzing the problem of nomenclature in experiential education. A recommended typology of program types is presented, along with the positions supporting the types selected as well as those rejected. (Author/LBH)

Implications of the merger of field experience education and career education may be more significant for the workplace than for the campus, since it challenges the presupposition that education and work should be separated, and challenges the way drudge work is currently being done. It also poses new questions for the advocates of lifelong…

The role of the cooperative education program coordinator, vital to the success of the program, is shown to include student advising, job placement, and liaison with employers and with teaching faculty and administrators. Guidelines are suggested. (Author/LBH)

As the social work profession tries to find ways to bring significant service to the retarded, social work education must respond and prepare practitioners for this specialization. Basic concepts and principles of helping people are reviewed briefly as they relate to work with the mentally retarded. (Author/LBH)

This study of the influence of critic teachers on the values of student teachers over year-long periods suggests that preservice teachers should be assigned to many different critic teachers with varying philosophical positions on education and schooling during the field experience. (MB)

An innovative program for student teachers form Indiana University/South Bend involves a full semester of one-half day teaching schedules coupled with in-school seminars on the principles of secondary education. (MB)

A survey conducted by the University of Arkansas at Fayettesville reveals that preprofessional experiences should be included in the first education course so that students might determine if career expectations match their career aspirations. (MM)

Advantages of a full year program of teacher preparation over more traditional approaches include total immersion in a professional sequence, allowance for extended and varied field experiences, and greater flexibility in scheduling programs and activities. (MB)

Describes a program at Arizona State University that uses the PT3 (Preparing Tomorrow's Teachers to Use Technology) initiative to provide preservice teachers with opportunities to develop, implement, and evaluate their own instructional activities that use technology effectively and appropriately in authentic situations and to integrate it in to…

Describes the Semester at Sea Program of the Institute for Shipboard Education in which over 20,000 college students have participated over the past 30 years. The ship's geologist/geographer presented geological briefings in a daily interdisciplinary core course during 60 days at sea. He also guided field trips during 43 days ashore. Visits to…