ERIC Number: ED332155
Record Type: RIE
Publication Date: 1991-Oct
Reference Count: N/A
A School-College Consultation Model for Integration of Technology and Whole Language in Elementary Science Instruction. Field Study Report No. 1991.A.BAL, Christopher Columbus Consortium Project.
A study examined a new collaborative consultation process to enhance the classroom implementation of whole language science units that make use of computers and multimedia resources. The overall program was divided into three projects, two at the fifth-grade level and one at the third grade level. Each project was staffed by a team of one college-based consultant, one or two classroom teachers, and two or three preservice teachers enrolled in a college teacher education program. Using a model of collaborative consultation, the team developed and taught science units that were based on whole language philosophy. Data were gathered through interviews with team members, observations of actual classroom presentations, and written summaries and evaluations of the project completed by the preservice teacher team members. Results indicated that the team approach, drawing upon the expertise of the classroom teachers, the preservice teachers, and the college consultant, was highly successful, both in demonstrating new educational methods to experienced classroom teachers and in providing valuable field experience in these methods to preservice teachers. (One figure describing the model for collaboration and three tables defining the roles of the college-based consultant, the preservice teacher, and the classroom teacher are included; 18 references are attached.) (RS)
Descriptors: College School Cooperation, Computer Uses in Education, Content Area Reading, Educational Research, Elementary Education, Elementary School Science, Grade 3, Grade 5, Higher Education, Instructional Effectiveness, Models, Preservice Teacher Education, Science Instruction, Teacher Role, Technology Integration, Whole Language Approach
Publication Type: Reports - Descriptive; Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: State Univ. of New York, Geneseo. Coll. at Geneseo.
Identifiers: Collaborative Teaching
Note: Paper presented at the Annual Meeting of the New York State Reading Association (Kiamesha Lake, NY, October 1991).