This study followed up earlier research on the merits of using online message boards in education students' field experiences. It assessed data from the second year of student teachers' online activities. Message boards were made available to students across the college's education programs via an online private Web community. The first year of…

This self-study investigated the feasibility and effectiveness of a university-school partnership within a movement education methods course designed to enhance teacher candidates' pedagogical learning about movement. First, the context is set for understanding how the methods course fits into the structure and philosophy of an early years teacher…

The narrative inquiry from which this paper comes examined the experiences of five student teachers as they negotiated the transition from student to teacher. The researcher was interested in looking at the ways in which student teachers' beliefs about teaching and knowledge of teaching evolved over the course of the student teaching practicum.…

This paper describes the University of Northern Colorado's Secondary Professional Teacher Education Program (PTEP), which involves a partnership with seven local area high schools and places approximately 200 secondary teacher candidates each semester in these schools. The program brings together university faculty members from the Colleges of…

This study examines the mentoring practices of a mentor teacher who was actively engaged in creating an inquiry-focused, year-long internship, noting the intern-mentor dyad's negotiation of a successful learning context as perceived by the intern, the mentor, and a university faculty member. Data collection involved both ethnographic and…

This is a continuation study of the use of the achieving styles framework as an instigator for self-reflection among education students. The purpose of the research was to find whether the personal results of taking an achieving styles inventory could provide a means of promoting self-reflection (in this case, for undergraduate teacher education…

This paper reports findings in a study of an e-mail discussion activity in an undergraduate methods course. Students were asked to contribute an e-mail message to the class discussion at least once every two weeks; they could write on any topic suggested by their field experiences or related class discussions and readings. Critical interpretative…

Describes an environmental education program at the State University of New York's Ashokan Field Campus in the Catskills. Elementary school teachers and other participants use basic raw materials and early tools to learn the skills of the various crafts used by colonists as they settled the wilderness. (JR)

Describes an interdisciplinary environmental program, instigated at the University of Wisconsin at Green Bay, that is designed to utilize the community as a learning resource and to stimulate university/community interaction. The Kewaunee River watershed project involves university and high school students, faculty, and the community. (JR)

Four basic steps in the planning phase of establishing a new program are detailed. (MU)

A program incorporating experiential and didactic experience in identification and treatment of drug abuse into third-year clerkship curriculum is described. Experiential training is in a methadone maintenance clinic. Students are evaluated on their knowledge, attitudes, and level of participation in the drug abuse treatment. (MSE)

The potential of using a school-based approach to teacher education was investigated in an action study undertaken jointly by three European institutions of higher education. The Joint Studies Programme of the Commission of the European Community for institutions of higher education initiated and developed the school-based projects. (Author/PP)

A study investigated the comparative effectiveness of videotape protocols and role-play simulations as procedures for eliciting designated teacher competencies. Results indicate that the videotape protocol treatment was the superior procedure for teaching specific behaviors to preservice teachers in a field-based reading practicum. (CJ)