This paper describes how Central Missouri State University converted to block scheduling to provide higher quality field experiences for education majors. The university changed its 50-minute Monday/Wednesday/Friday classes to 75-minute Monday/Friday and Tuesday/Thursday classes, with Wednesdays off for field experiences. This paper explains the…

A description of the field-based Portland Urban Teacher Education Project is presented. The effectiveness of the program in training minority group teachers is assessed. (Author/DN)

Describes activities carried out entirely off campus by 18 nonscience-major undergraduates in a beginning course which is designed to help them learn to observe, to ask questions, and to seek for answers. (CC)

Describes a special preservice program at Macalaster College in St. Paul, Minnesota. (MB)

Sandwich courses' survival depends on devising a procedure to assess industrial training meaningfully. The author proposes a list of specific procedures in such an assessment, including regular student inverviews with an assessment panel consisting of both his academic and industrial teachers. (Author/JB)

Observations about academic reform movements against a background of Erich Fromm's philosophies on human relationships and behavior. (Editor)

Describes an undergraduate field program, developed over a period of five years at Iowa State University, which provides a combination of field experience and an opportunity for the prospective teacher to work with secondary school students in the field for a one-week period. (PR)

Description of three years' experience with an interdisciplinary, field experience course, Man & Society," instituted at the Phillips Academy in 1970. It involved comparative societal study with a nine-week working and living experience in Boston and Mexico, a combination of student, teacher, and joint leadership, group discussion, and joint…

Condensed from "The Center Forum, a publication of the Center for Urban Education, III (March 1, 1969), 1,4-5.

An early field experience program is described which attempts to convey the connections between theoretical knowledge and practice to preservice elementary school teachers. The program is guided by John Dewey's concepts of apprenticeship and partnership. Preservice teachers are encouraged to look on their own teaching reflectively. (PP)

A program using house calls as teaching sites fulfills diverse educational goals and finds high student satisfaction. House calls create a more complete and realistic view of factors affecting health, allow interactions with nontraditional patients, improve physician-patient relationships, provide expanded opportunities for observation and…