Colleges and universities that train teachers for early childhood education were asked how changes in state certification requirements have affected their programs and about the types of field experiences they offer. Significant program changes during the past five years are reported. (PP)

Directors and staff for teacher development centers should have knowledge and skills that go beyond those included in most existing teacher or administrator preparation programs. The need for field-based teacher educators is discussed, as is the current lack of programs to train them. (PP)

The community experience program at Boston University, designed to provide services to students and faculty in the areas of field education, career exploration, and voluntary action, is described. The staff's understanding of formal and informal systems was the key to successful program development. (MLW)

Legal issues relating to field-based experiences in teacher education are discussed, and results of a survey of state statutes pertaining to field experience programs are given. State legislatures, institutions, and administrative agencies have not sufficiently addressed the need for providing high-quality field experiences for student teachers.…

This study reports results of a questionnaire sent to directors of student teaching field experiences. Questionnaire topics reported on include: institutional characteristics, personal characteristics, compensation, rank, promotion, tenure, research and publication, membership and participation in professional programs, institutional program…

The development of a health fair project, through which older Americans were given health screening tests and health education instruction, is described. The project, sponsored by a multidisciplinary gerontology program at Oregon State University, combined service to the aging with applied learning opportunities for college students. (PP)

Increasingly, courses are offered in social treatment that combine research, practice, and fieldwork. Problems of planning such courses are related to student disinterest, fear of loss of traditional skills, and uncertainty about the knowledge base. Three structures for combining these do exist, using loose to close coordination of elements. (MSE)

Conducted a national survey of counselor education field practicum programs. Reported current and ideal characteristics of practicum activities, trainee evaluation, and supervisory requirements from 287 counselor education programs. (Author)

Directors of student teaching programs in 38 states, as well as student teachers and supervising teachers at Texas A and M University were surveyed on the use of student teachers as substitutes. The findings showed that the use of student teachers as substitutes is widespread, difficult to control, and, as seen by directors, a source of abuse of…

Two detailed instruments for evaluating student teacher competencies were developed by academic staff in a school of education: the diagnostic lesson evaluation forms and the general evaluation forms. Competencies, standards, and implementation are discussed. (FG)

Presents a career education project offering a real-world experience to sixth-grade students in a shopping mall. Describes development and implementation of the project which provided students with a one-time experience as quasi-store-employees. Discusses follow-up activities and feedback received from children and parents. (RC)

College students (N=25) went to Jamaica to assist a service project with construction needs. Involvement with the people was emphasized so that a full cross-cultural experience could occur. Students in the project made statistically significant changes on a number of developmental variables measured by the Student Development Task Inventory. (RC)

Describes a cooperative approach between teacher education and communication departments at Miami University, Ohio, to produce a field-based communication course for prospective teachers. Covers course content and organization. (PD)

At Douglass College, juniors and seniors spend a week of vacation in the offices of alumnae and business people who work in career areas interesting to them. This career externship program, its benefits, and the career resource bank are discussed. (JMD)

Describes a contracted community college vocational program in which a local business or industry provides 12 hours of instruction per week to the student in conjunction with a minimum of eight credit hours of related on-campus instruction. (LRA)