ERIC Number: ED208380
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Sequencing the Learning Experience of Urban Teachers.
Schwarz, Peggy M.
One of five papers discussing the humanistic model used in the training of reading teachers at City College of New York, this paper describes how the various field experiences of the developmental/remedial reading program are sequenced. Noting that the field experience courses are structured to give equal weight to the students' cognitive, affective, and social needs, the paper first outlines the components of the undergraduate program, in which potential teachers learn to work on a one-to-one basis with elementary school children. It also discusses the unique opportunities for bilingual students that are presented by the college's urban setting. The paper next outlines the components of the graduate program, which follows a developmental-remedial, developmental strategy. It notes that students are required to complete a first practicum, in which they are able to put into practice the skills learned in their earlier work, and an advanced practicum, in which they work with groups of children from different backgrounds, abilities, and attitudes using a developmental reading project method. The paper also offers a description of a graduate elective course in which students learn how to choose appropriate instructional materials. (FL)
Descriptors: Graduate Students, Higher Education, Humanistic Education, Humanization, Preservice Teacher Education, Reading Instruction, Reading Programs, Reading Teachers, Remedial Reading, Sequential Approach, Teacher Education Curriculum, Teaching Methods, Undergraduate Students, Urban Universities
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: City University of New York City College
Note: Paper presented at the Annual Meeting of the International Reading Association (26th, New Orleans, LA, April 27-May 1, 1981). For related documents, see CS 006 332-336.